REPORT    OF    COMMITTEE 

ON  THE 

JUNIOR    HIGH    SCHOOL 

PRESENTED  TO 

THE  HIGH  SCHOOL  MASTERS'  CLUB 
OF  MASSACHUSETTS 

MARCH  17,  1917 


D.  C.  HEATH  AND  COMPANY 

BOSTON  NEW  YORK  CHICAGO 


REPORT    OF 

ON  THE 


JUNIOR    HIGH    SCHOOL 

PRESENTED  TO 

THE  HIGH  SCHOOL  MASTERS'  CLUB 
OF  MASSACHUSETTS 

MARCH  17,  1917 


D.  C.  HEATH  AND  COMPANY 

BOSTON  NEW   YORK  CHICAGO 


X* 


REPORT   OF   COMMITTEE 
ON  THE  JUNIOR   HIGH   SCHOOL 

The  Committee  of  the  High  School  Masters'  Club  of  Massachusetts, 
which  was  appointed  at  the  annual  meeting,  February  20,  1915, 
to  consider  the  subject  of  the  Junior  High  School,  hereby  respect- 
fully submits  its  report. 

The  fact  which  has  most  of  all  impressed  the  committee  in  the 
course  of  its  inquiry  is  the  remarkable  interest  which  is  being  shown 
in  the  junior  high  school  movement  in  all  parts  of  the  country. 
There  seems  to  be  a  widespread  feeling  that  the  organization  has 
demonstrated  its  desirability  and  practicability.  There  are  several 
reasons  for  the  interest  in  this  movement. 

For  many  years  careful  students  of  the  American  educational 
system  have  been  expressing  dissatisfaction  with  the  work  of  the 
last  two  or  three  grades  of  the  elementary  school.  By  the  end  of  the 
sixth  grade,  a  normal  pupil  if  he  has  been  well  taught  has  acquired 
the  fundamentals  of  his  education.  He  is  in  possession  of  the  means 
of  broadening  his  horizon  and  enlarging  his  powers  by  work  in  the 
great  fields  of  human  knowledge.  He  is  in  possession,  or  ought  to 
be,  of  the  common  ideals  and  common  knowledge  which  is  essential 
for  a  reasonable  adjustment  to  his  environment.  His  further  prog- 
ress is,  however,  impeded  in  the  upper  grades  in  several  ways.  The 
first  of  these  is  the  congestion  of  the  school  program  by  the  introduction 
of  many  subjects  which  have  been  added  in  response  to  the  enlarged 
social  demands  on  the  schools.  These  new  subjects  are  generally 
of  great  value  and  with  our  complex  civilization  we  cannot  hope 
to  return  to  the  three  "R's."  The  trouble  has  come  through  the 
frequent  addition  of  new  subjects  without  a  corresponding  and  neces- 
sary elimination  of  useless  material  from  the  old  subjects  and  through 
a  failure  to  correlate  properly  the  subjects  of  study. 

Another  way  in  which  the  work  of  the  upper  grades  has  been 
rendered  less  profitable  is  by  the  amount  of  time  given  to  useless 
reviews.  Professor  C.  M.  Hill  of  ths  Missouri  State  Normal  School, 
after  a  careful  study  of  one  hundred  and  sixty-nine  representative 
school  systems  of  this  country,  estimated  that  forty  per  cent  of  the 


2  '::•'•          .  ;:THE  .JUNIOR   HIGH    SCHOOL 

work  of. the- seventh  and- eighth  grades  is  a  wasteful,  wearisome  and 
futile  review:  l£  .aiL'gfades  enough  time  must  be  given  to  review  of 
important  facts  and  principles  to  prevent  instruction  from  becoming 
superficial,  but  the  best  review  is  not  a  rehearsing  of  the  old  but  a 
use  of  knowledge  already  acquired  to  gain  new  knowledge.  It  has 
been  urged  that  the  lack  of  real  progress  in  the  last  two  or  three 
grades  has  a  demoralizing  effect  on  the  future  career  of  the  pupil. 
He  acquires  a  distaste  for  school  which  accounts  in  considerable 
part  for  his  dropping  out  of  school  as  soon  as  the  compulsory  educa- 
tion laws  will  permit. 

'This  leads  naturally  to  the  statement  of  another  reason  for  the 
reorganization  of  the  school  system,  namely,  the  great  gap  which 
now  exists  between  the  grades  and  the  high  school.  The  pupil 
during  his  stay  in  the  grades  has  generally  been  accustomed  to  one 
room  and  one  teacher.  He  has,  during  his  last  year  or  two  in  the 
grammar  school,  been  an  important  influence  in  the  school,  at  least, 
he  feels  that  he  has.  By  the  unfortunate  sentiment  which  has  in- 
jected a  graduation  into  the  middle  of  a  school  system,  he  is  led  to 
believe  that  with  the  completion  of  his  grammar  school  curriculum 
he  has  finished  the  education  reasonably  demanded  by  modern  life, 
or  that,  at  least,  he  has  reached  a  respectable  and  legitimate  stopping 
place,  and  that  the  education  which  lies  beyond  is  a  superfluity  which 
he  may  take  or  leave  without  serious  loss  to  himself. 

He  is,  moreover,  invited  now  to  spend  four  years  in  a  school  in 
which  he  will  find  himself  in  quite  new  circumstances.  If  he  enters 
the  high  school,  he  comes  in  contact  with  a  half  dozen  or  more  teachers 
during  the  week.  He  is  thrown  much  more  largely  on  his  own  re- 
sources than  ever  before.  A  new  responsibility  for  his  work  is  laid 
upon  him  although,  oftentimes,  he  is  ill  fitted  to  bear  it.  The  oppor- 
tunities for  going  wrong  seem  quite  as  conspicuous  and  even  more 
alluring  than  the  straight  and  narrow  path  of  duty.  He  enters  this 
new  environment,  or  is  hindered  from  entering  it,  with  his  head  filled 
with  rumors  of  misfortunes  which  have  befallen  his  acquaintances 
who  have  preceded  him.  Under  such  circumstances,  it  is  hardly 
surprising  that  so  many  pupils  fail  to  enroll  in  the  high  school,  and 
that  the  mortality  of  the  upper  grades  continues  in  the  high  school. 
The  investigations  of  Ayres,  Strayer,  and  Thorndike  have  shown 
how  serious  this  mortality  is.  A  summary  of  their  conclusions  shows 
that  of  one  hundred  children  entering  the  first  grade,  from  eight 
to  ten  will  complete  the  high  school  course.  The  attendance  re- 
mains practically  constant  through  the  fifth  grade,  but  from  the 


HISTORICAL    STATEMENT  3 

completion  of  this  grade  to  the  first  year  of  the  high  school  about 
sixty-five  per  cent  of  the  pupils  will  drop  out,  and  of  those  reaching 
the  high  school  forty  or  fifty  per  cent  will  leave  during  the  first  year. 
In  other  words,  of  one  hundred  pupils  who  enter  the  first  grade  not 
more  than  twenty-five,  probably  not  more  than  twenty-one  or  twenty- 
two  on  the  average,  will  reach  the  second  year  of  the  high  school.  In 
view  of  such  facts  as  these,  the  demand  for  a  reorganization  of  the 
school  system  has  rapidly  been  gaining  in  force./ 

HISTORICAL  STATEMENT 

The  first  public  utterance  of  weight  that  called  into  serious  ques- 
tion the  organization  of  the  public  school  system  was  made  by  Presi- 
dent Eliot  at  the  meeting  of  the  Department  of  Superintendence 
of  the  N.E.A.  at  Washington  in  1888.  Although  the  particular 
thing  which  called  forth  this  address  was  the  increasing  age  at  which 
freshmen  were  entering  Harvard,  the  discussion  which  ensued  soon 
extended  to  an  examination  of  the  whole  educational  system.  The 
immediate  outcome  was  the  Committee  of  Ten.  Concerning  the 
great  influence  of  this  committee  on  educational  thought  nothing 
need  be  said.  The  committee  made  important  recommendations 
with  regard  to  the  earlier  introduction  of  secondary  subjects,  and 
suggested  the  desirability  of  beginning  the  secondary  period  two 
years  earlier,  or  at  the  conclusion  of  the  sixth  grade.  The  sugges- 
tion of  a  longer  secondary  period  received  the  indorsement  of  the 
Committee  of  the  N.E.A.  on  College  Entrance  Requirements,  which 
reported  in  1899.  This  committee  in  its  report  said: 

"In  our  opinion  it  is  important  that  the  last  two  grades  that  now  precede  the 
high  school  course  should  be  incorporated  in  it  and,  wherever  practicable,  the 
instruction  in  those  two  grades  should  be  given  under  the  supervision  of  the  high 
school  teacher." 

The  first  official  attempt  by  an  authoritative  educational  body  look- 
ing to  an  important  readjustment  of  the  relation  between  the  grades 
and  the  high  school  seems  to  have  been  made  by  the  N.E.A.  in  1905. 
A  committee  of  five  was  appointed  by  the  Department  of  Secondary 
Education  to  consider  the  advisability  of  an  earlier  beginning  of 
secondary  education.  This  committee  reported  to  the  Association 
in  1907,  1908,  and  1909,  and  strongly  urged  the  equal  division  of 
the  public  school  period  between  the  elementary  and  secondary 
schools.  The  present  movement  for  junior  high  schools  seems  to 
have  taken  its  impetus  from  the  above  reports.  The  junior  high 


4  THE    JUNIOR    HIGH    SCHOOL 

schools  established  in  Columbus,  Ohio,  in  1909,  and  in  Berkeley, 
California,  in  1910,  were  probably  the  first  of  the  kind  to  be  started 
in  the  United  States,  although  it  is  clear  that  at  various  earlier  times 
and  in  other  places  there  may  have  been  approximations  to  the 
present  idea  of  a  junior  high  school. 

EXTENT  OF  MOVEMENT 

The  spread  of  the  movement  has  been  remarkable.  Professor 
Thomas  H.  Briggs  in  the  Report  of  the  United  States  Commissioner 
of  Education  for  1914  reported  one  hundred  and  ninety- three  cities 
as  having  junior  high  schools  in  1913-1914.  He  also  reported  that 
two  hundred  and  twenty-two  other  places  were  seriously  considering 
the  adoption  of  the  plan. 

In  January,  1917,'  the  present  committee  sent  out  the  following 
questionnaire  to  all  places  in  Massachusetts  of  five  thousand  popu- 
lation or  over  and  to  about  four  hundred  places  in  other  states  where 
the  committee  had  reason,  because  of  its  preliminary  investigation, 
to  believe  there  was  a  junior  high  school: 

1.  Do  you  have  a  junior  high  school  or  intermediate  school  in  your  city? 

2.  What  was  the  date  of  opening  of  the  first  of  such  schools  in  your  city? 

3.  What  is  the  distribution  of  grades  in  your  school  system  (6-3-3,  6-2-4, 

etc.)? 

40.   Is  the  school  in  a  separate  building? 
46.   Is  the  school  under  a  separate  principal? 

5.  Do  you  promote  by  subjects? 

6.  Do  you  promote  annually  or  semi-annually? 

7.  What  are  the  conditions  of  entrance  to  the  junior  high  school? 

8.  Do  you  have  departmental  teaching? 

9.  Do  you  have  a  graduation  and  diplomas  at  the  end  of  the  junior  high 

school  course? 
10.   Does   the  principal,  or  do  any  of  the  teachers  of  the  senior  high  school, 

exercise  any  supervisory  functions  in  the  junior  high  school? 
n<z.  What  is  the  length  of  the  school  day? 
n&.   How  many  periods? 
12.   Do  you  have  supervised  study  in  the  junior  high  school? 

In  all,  441  copies  of  the  questionnaire  were  sent  out  and  250  replies 
received.  The  table  on  pages  6-13  contains  the  results  of  this 
investigation. 

It  is  quite  clear  that  the  number  of  places  which  are  credited  with 
having  a  junior  high  school  depends  on  the  definition  of  such  a  school 
which  is  adopted.  The  following  list  contains  the  names  of  all 
places  which,  in  their  replies  to  the  inquiry  of  the  committee,  have 


THE    QUESTIONNAIRE  5 

claimed  to  have  one  or  more  junior  high  schools.  Even  with  this 
easy  definition,  the  list  is  only  a  partial  one.  It  did  not  seem  wise 
to  attempt  any  complete  canvass  of  the  United  States.  This  has 
already  been  done  for  all  places  of  2,500  population  or  more  by 
Professor  Briggs  in  the  investigation  from  which  we  have 
quoted  above,  and  he  is  soon  to  go  over  the  ground  again 
for  the  United  States  Commissioner  of  Education.  Moreover,  the 
indefiniteness  of  many  replies  and  the  failure  of  many  places  to  re- 
spond make  the  list  incomplete  even  for  the  places  to  which  the 
questionnaire  was  sent.  Even  with  these  limitations  it  has  seemed 
best  to  give  a  partial  list  of  places  in  order  to  make  clear  the  present 
extent  of  the  movement.  To  give  the  list  further  value,  certain 
data  with  regard  to  the  organization  and  administration  of  the 
junior  high  schools  have  been  given  in  connection  with  the  list. 

One  hundred  and  fifty  places  have  reported  that  they  have  one 
or  more  junior  high  schools.  The  dates  of  organization  range  from 
1895  to  1917.  It  will  be  observed  that  a  great  majority  of  the  places 
reporting  have  started  the  junior  high  school  within  the  last  four 
years. 

The  distribution  of  grades  shows  much  variation.  Sixty-two 
places  have  the  6-2-4  plan;  forty-nine  places,  the  6-3-3  plan;  and 
thirteen  places,  the  6-6  plan.  Among  the  other  twenty-two  places 
reporting,  seventeen  different  arrangements  are  found. 

Seventy-seven  places  have  the  junior  high  school  in  a  separate 
building  and  eighty-nine  places  have  separate  principals. 

In  sixty  places  the  promotions  are  annual  and  in  eighty-six  places 
semi-annual. 

Departmental  teaching  is  found  in  one  hundred  and  forty-five 
schools  out  of  one  hundred  and  forty-seven  which  made  reply. 

Graduation  at  the  end  of  junior  high  school  is  reported  in  forty- 
five  places  while  ninety-five  places  have  no  graduation. 

In  sixty-five  places  the  teachers  of  senior  high  schools  exercise 
supervisory  functions.  Seventy  places  do  not  have  such  supervision, 
and  five  places  answer  "in  part." 

Supervised  study  is  found  in  one  hundred  and  eight  places.  Six- 
teen places  report  having  such  study  in  part  and  nineteen  answer 
"no  supervised  study." 

Leaving  out  of  consideration  the  necessity  of  adopting  a  simple 
definition  of  a  junior  high  school  for  purposes  of  a  tabulation,  the 
committee  in  the  course  of  its  investigation  has  gradually  evolved 
a  definition  which  contains,  it  believes,  the  elements  essential  to 


THE    JUNIOR    HIGH    SCHOOL 

Tabulation  of  answers  to  ques- 


Places 

2 

3 

4a 

46 

5 

6 

7 

Date  of 
organ- 
ization 

Distribu- 
tion of 
grades 

Separate 
building 

Separate 
principal 

Promotion 

By 
subject 

Annu- 
ally 

Semi- 
annually 

ARKANSAS 

Hot  Springs 

iQiS 

6-3~3 

No 

No 

Yes 

Yes 

Texarkana 

1914 

6-3-3 

Yes 

Yes 

Yes 

Yes 

CALIFORNIA 

Berkeley 

1910 

6-3-3 

Yes 

Yes 

Yes 

Yes 

Fresno 

I9IS 

6-2-6 

Yes 

Yes 

No 

Yes 

Los  Angeles 

1910 

6-3-3 

Yes 

Yes 

No 

Yes 

Palo  Alto 

1913 

6-2*-3* 

Yes 

Yes 

Yes 

Yes 

Pasadena 

IQIO 

6-3-5 

Yes 

Yes 

Yes 

Yes 

Pomona 

IQI4 

6-4-4 

Yes 

Yes 

Yes 

Yes 

Sacramento 

1915 

6-2-2-2 

Yes 

Yes 

Yes 

Yes 

Santa  Ana 

1912 

6-2-4 

Yes 

Yes 

No 

Yes 

Santa  Barbara 

1914 

6-2-6 

Yes 

Yes 

No 

Yes 

Santa  Monica 

1912 

6-2-4 

Yes 

Yes 

Yes 

Yes 

COLORADO 

Fruitvale 

I9IS 

6-2-4 

No 

Yes 

Yes 

Yes 

Grand  Junction 

I9l6 

6-3-3 

Yes 

Yes 

Yes 

Yes 

Greeley 

I9l6 

6-3-3 

Yes 

Yes 

No 

Yes 

CONNECTICUT 

New  Britain 

1912 

6-2-4 

Yes 

Yes 

No 

Yes 

Stratford 

6-2-4 

No 

No 

No 

Yes 

FLORIDA 

Tampa 

1915 

6-3-3 

Yes 

Yes 

Yes 

Yes 

GEORGIA 

Bainbridge 

I9l6 

6-3-2 

No 

No 

Yes 

Yes 

IDAHO 

Boise 

6-2-4 

No 

No 

No 

Yes 

Burley 

I9IS 

6-3-3 

No 

No 

Yes 

Yes 

Coeur  d'Alene 

IQI4 

6-2-4 

Yes 

Yes 

No 

Yes 

Pocatello 

I9IS 

6-3-3 

Yes 

Yes 

Yes 

Yes 

ILLINOIS 

Aurora 

1912 

7-1-4 

Yes 

Yes 

Yes 

Yes 

Blue  Island 

1913 

6-3-3 

No 

No 

Yes 

Yes 

Decatur 

1912 

6-2-4 

Yes 

Yes 

Yes 

Yes 

Dundee 

I9IS 

6-2—4 

No 

No 

Yes 

Yes 

Joliet 

1908 

6-2-4 

Yes 

Yes 

Yes 

Yes 

'    Macomb 

I9IS 

6-6 

No 

No 

Yes 

Yes 

Quincy 

1914 

6-3-3 

No 

No 

Yes 

Yes 

Urbana 

1914 

6-2-4 

Yes 

Yes 

Yes 

Yes 

Watseka 

I9IS 

6-6 

No 

No 

Yes 

Yes 

INDIANA 

Buck  Creek 

1914 

6-3-3 

No 

No 

Yes 

Yes 

Crawfordsville 

1917 

6—2—4 

No 

Yes 

Yes 

Yes 

East  Chicago 

1914 

6-3-3 

Yes 

Yes 

Yes 

Yes 

Madison 

6-2-4 

Yes 

Yes 

No 

Yes 

THE    QUESTIONNAIRE 

tionnaire  sent  out  January,  1917 


•  7 


8 

9 

10 

lla 

116 

12 

Depart- 
mental 
teaching 

Gradua- 
tion from 
J.H.S. 

Super- 
vision by 
S.H.S 

Length 
of  day 

No.  of 
periods 

Supervised 
study 

Remarks 

Yes 

Yes 

Yes 

6}  hrs. 

7 

Yes 

Yes 

Yes 

No 

4      " 

6 

Yes 

Yes 

No 

Yes 

4!  hrs. 

7 

Some 

Yes 

Yes 

si  " 

xoi 

Yes 

Yes 

Yes 

No 

8|    " 

5 

Yes 

Yes 

No 

Yes 

6      " 

Yes 

Yes 

No 

Yes 

si  " 

7 

Yes 

Yes 

Yes 

No 

6      " 

6 

Yes 

Yes 

No 

Yes 

7      ' 

7 

Partial 

Yes 

Yes 

No 

7 

Yes 

Yes 

No 

No 

5      " 

6 

Yes 

Yes 

Yes 

Yes 

6      " 

7 

Yes 

Yes 

No 

Yes 

6    hrs. 

7 

Yes 

Yes 

No 

si  " 

7 

Yes 

Yes 

No 

No 

Si    " 

7 

Yes 

Yes 

Yes 

No 

6    hrs. 

6 

Yes 

Yes 

No 

No 

4i    " 

6 

Yes 

Yes 

Yes 

No 

5    hrs. 

6 

Yes 

Yes 

No 

Si  hrs. 

7 

No 

Yes 

No 

No 

5    hrs. 

7 

Yes 

Yes 

No 

Yes 

6      " 

7 

Yes 

Yes 

No 

No 

si  " 

6 

Yes 

Yes 

No 

No 

7       " 

6 

Yes 

School  burned. 

Reopen  Feb.,  1917 

Yes 

No 

Yes 

5l  hrs. 

10 

Yes 

Yes 

No 

5*    " 

8 

Yes 

Yes 

Yes 

No 

6i     ' 

8 

Yes 

Yes 

Yes 

No 

Si     ' 

9 

Yes 

Yes 

Yes 

6       ' 

7 

Yes 

Yes 

No 

Yes 

7*    ' 

8 

Yes 

No 

No 

5 

8-10 

Yes 

Yes 

Yes 

No 

6i    ' 

6 

Yes 

Yes 

No 

Yes 

Si     ' 

8 

Yes 

Yes 

No 

Yes 

7  hrs. 

8 

Yes 

Yes 

No 

No 

7      " 

7 

No 

Yes 

No 

Yes 

6      " 

6 

Yes 

Yes 

Yes 

No 

6i    " 

13 

No 

THE    JUNIOR    HIGH    SCHOOL 


Tabulation  of  answers  to  ques- 


Places 

2 

3 

4a 

46 

5 

6 

7 

Date  of 
organ- 
ization 

Distribu- 
tion of 
grades 

Separate 
building 

Separate 
principal 

Promotion 

By 

subject 

Annu- 
ally 

Semi- 
annually 

INDIANA  Continued 

Montmorency 

1915 

6-3-3 

No 

No 

Yes 

Yes 

Muncie 

IQI5 

7-2-3 

No 

No 

Yes 

Yes 

Richmond 

1895 

6—2-4 

Yes 

Yes 

Yes 

Yes 

Seymour 

1913 

6-6 

No 

No 

Yes 

Yes 

IOWA 

Clinton 

1914 

8-2-3 

Yes 

Yes 

Yes 

Yes 

Goldfield 

1915 

6-3-3 

Yes 

Yes 

No 

Yes 

Holstein 

1916 

6-6 

No 

No 

Yes 

Yes 

Shenandoah 

1915 

6-3-3 

Yes 

Yes 

Yes 

Yes 

Vinton 

1916 

6-4-2 

No 

No 

Yes 

Yes 

Winfield 

1915 

6-6 

No 

No 

No 

Yes 

KANSAS 

Arkansas  City 

1912 

6-2-4 

Yes 

Yes 

No 

Yes 

Chanute 

1914 

6-3-3 

Yes 

Yes 

Yes 

Yes 

Hays 

1914 

6-2-4 

No 

Yes 

Yes 

Yes 

Hutchinson 

1915 

6-3-3 

No 

Yes 

Yes 

Yes 

Kansas  City 

1916 

6-3-3 

Yes 

Yes 

Yes 

Lawrence 

6-2-4 

Yes 

Yes 

Yes 

Yes 

Salina 

1916 

6-3-3 

Yes 

Yes 

Yes 

Yes 

Topeka 

1915 

6-3-3 

No 

No 

Yes 

Yes 

Winfield 

1913 

6-2-4 

Yes 

Yes 

Yes 

Yes 

KENTUCKY 

Covington 

1914 

6-2-4 

No 

No 

Yes 

Yes 

Lexington 

— 

6-3-3 

— 

— 

— 

— 

— 

Paducah 

1915 

6-2-4 

No 

Yes 

Yes 

Yes 

Paris 

1914 

6-2-4 

No 

No 

Yes 

Yes 

MAINE 

Auburn 

1916 

7-2-3 

No 

No 

Yes 

Yes 

Oldtown 

1915 

6-3-3 

Yes 

Yes 

Yes 

Yes 

MASSACHUSETTS 

Arlington 

1915 

6-2-4 

Yes 

Yes 

Yes 

Yes 

Chelsea 

1916 

6-3-3 

No 

No 

Yes 

Yes 

Fitchburg 

1910 

6-2-4 

Yes 

Yes 

No 

Yes 

Marblehead 

1916 

6-2-4 

Yes 

Yes 

Yes 

Yes 

Marlboro 

1916 

6-2-4 

Yes 

No 

No 

Yes 

Milford 

1917 

6-3-3 

Yes 

No 

No 

N.  Attleboro 

1914 

6-3-4 

Yes 

Yes 

Yes 

N.  Easton 

1912 

6-3-3 

Yes 

Yes 

Yes 

Yes 

Plymouth 

1914 

6-2-4 

Yes 

Yes 

Yes 

Reading 

1915 

6-2-4 

Yes 

Yes 

Yes 

Yes 

Revere 

1916 

6-3-4 

No 

No 

Yes 

Yes 

Somerville 

1914 

7-3-3 

Yes 

No 

Yes 

Yes 

Turner's  Falls 

1916 

6-2-4 

Yes 

Yes 

Yes 

Yes 

Wellesley 

1910 

6-2-4 

Yes 

No 

No 

Yes 

MICHIGAN 

Adrian 

1915 

6-3-3 

No 

Yes 

Yes 

Yes 

THE    QUESTIONNAIRE 

tionnaire  sent  out  January,  ip/7 


8 

9 

10 

lla             116 

12 

Remarks 

Depart- 
mental 
teaching 

Gradua- 
tion from 
J.II.S. 

Super- 
vision by 
S.H.S. 

Length 
of  day 

No.  of 
periods 

Super- 
vised 
study 

Yes' 

No 

Yes 

6      " 

8 

Partial 

Yes 

No 

Yes 

6      " 

8 

Partial 

Yes 

No 

Yes 

Si    " 

6 

Yes 

Will  change  to  6-3-3 

Yes 

No 

Yes 

6i    " 

6 

Yes 

next  year 

Yes 

Yes 

No 

gi  hrs. 

8 

Partial 

Yes 

No 

No 

61    " 

7 

No 

Yes 

Yes 

Yes 

6      " 

6 

Yes 

Yes 

Yes 

No 

si  " 

6 

Yes 

Yes 

No 

Partial 

7i   " 

9 

Yes 

Yes 

No 

No 

si  " 

8 

Yes 

Yes 

No 

No 

$1  hrs. 

7 

Yes 

Will   change  to  6-3-3 

Yes 

Yes 

No 

6      " 

6 

Yes 

next  year 

Yes 

No 

Yes 

7      " 

8 

Yes 

Yes 

No 

No 

5^    " 

7 

Yes 

Yes 

Yes 

No 

5 

5 

Yes 

Yes 

Yes 

No 

si  " 

5 

Yes 

Yes 

No 

No 

6      " 

8 

Yes 

Yes 

No 

No 

7      " 

8 

No 

Yes 

Yes 

Yes 

si   " 

6 

Yes 

Yes 

No 

No 

5^  hrs. 

9 

Yes 

— 

— 

— 

— 

— 

— 

Will  open  in  Sept.,  1917 

Yes 

No 

No 

si  " 

8 

No 

Yes 

No 

Yes 

5 

10 

No 

In  part 

No 

Yes 

5    hrs. 

7 

Yes 

Yes 

Yes 

No 

5l    " 

8 

Partial 

Yes 

No 

Yes 

5    hrs. 

7 

Yes 

Yes 

Yes 

No 

4i    " 

6 

Yes 

Yes  . 

No 

No 

6 

6 

No 

Yes 

Yes 

No 

5      " 

8 

Yes 

Yes 

Yes 

Yes 

5      " 

7 

Yes 

No 

Yes 

Yes 

5      " 

6 

Yes 

Yes 

Yes 

No 

5 

9 

Partial 

Yes 

Yes 

Yes 

si  " 

7 

Yes 

Yes 

No 

4       " 

6 

Yes 

No 

Yes 

6      " 

8 

Yes 

Yes 

No 

No 

6      " 

9 

Yes 

Yes 

Yes 

5      " 

8 

Yes 

Yes 

No 

No 

si  " 

6 

Yes 

Yes 

Yes 

Yes 

5 

10 

Yes 

Yes 

No 

No 

Si  hrs. 

6 

No 

IO 


THE    JUNIOR    HIGH    SCHOOL 


Tabulation  of  answers  to  ques- 


Places 

2 

3 

4a 

46 

5 

6 

7 

Date  of 
organ- 
ization 

Distribu- 
tion of 
grades 

Separate 
building 

Separate 
principal 

Promotion 

By 

subject 

Annu- 
ally 

Semi- 
annually 

MICHIGAN  Continued 

Detroit 

6-3-3 

Yes 

Yes 

Yes 

Flint 

IQII 

6-2-4 

No 

No 

Yes 

Yes 

Grand  Rapids 

IQII 

6-6 

Yes 

Yes 

Yes 

Yes 

Jackson 



6-3-3 

— 

— 

— 

— 

— 

Kalamazoo 

IQI3 

6-3-3 

Yes 

Yes 

Yes 

Yes 

Muskegon 

— 

6-1-5 

Yes 

Yes 

Yes 

MINNESOTA 

Barnesville 

IQI5 

6-3-3 

No 

No 

Yes 

Yes 

Cokato 

1913 

6-3-3 

No 

Yes 

Yes 

Yes 

Crookston 

1913 

6-2-4 

No 

Yes 

Yes 

Yes 

Deer  River 

1913 

6-6 

No 

No 

Yes 

Yes 

Duluth 

IQI2 

6-3-3 

No 

No 

Yes 

Yes 

Faribault 

IQI3 

6-6 

Yes 

Yes 

Yes 

Fergus  Falls 

IQI4 

6-3-3 

No 

Yes 

Yes 

Yes 

Henderson 

1913 

6-3-3 

No 

No 

Yes 

Yes 

NEBRASKA 

Blair 

1913 

6-3-3 

No 

No 

Yes 

Yes 

Fairbury 

1912 

7-3-2 

Yes 

Yes 

Yes 

Yes 

Norfolk 

1915 

6-2-4 

Yes 

Yes 

Yes 

Yes 

Shelton 

I9II 

6-6 

No 

No 

Yes 

Yes 

NEW  HAMPSHIRE 

Concord 

IQIO 

6-2-3 

Yes 

Yes 

No 

Yes 

Nashua 

IQl6 

7-2-4 

Yes 

Yes 

No 

Yes 

NEW  JERSEY 

Cliff  Side  Park 

I9l6 

6—2-4 

Yes 

Yes 

Yes 

Yes 

Englewood 

I9l6 

6—2-4 

No 

Yes 

Yes 

Yes 

Glenn  Ridge 

1912 

6-2-4 

No 

No 

Yes 

Yes 

Hackensack 

1912 

6-2-4 

Yes 

No 

No 

Yes 

Somerville 

I9IS 

6-2-4 

No 

No 

No 

Yes 

Trenton 

I9l6 

6-6 

Yes 

No 

Yes 

Yes 

NEW  YORK 

Albion 

1906 

6-3-3 

No 

Yes 

Yes 

Yes 

Cortland 

6-3-3 

No 

No 

In  part 

Yes 

Dansville 

1914 

6-2-4 

No 

No 

Yes 

Yes 

Hempstead 

1914 

6-2-4 

No 

Yes 

No 

Yes 

M  alone 

1913 

6-3-3 

No 

Yes 

Yes 

Yes 

Clean 

1901 

7-2-4 

No 

No 

Yes 

Yes 

Rochester 

I9IS 

6-3-3 

Yes 

Yes 

Yes 

Yes 

Scotia 

1914 

6-2-4 

No 

No 

No 

Yes 

Silver  Creek 

6-2-4 

No 

No 

Yes 

Yes 

Solvay 

1915 

6-3-3 

No 

Yes 

Yes 

Yes 

NORTH  DAKOTA 

Devil's  Lake 

6-2-4 

Yes 

Yes 

Yes 

Yes 

Grafton 

1913 

6-2-4 

No 

Yes 

Yes 

Yes 

Langdon 

1914 

6-3-3 

No 

Yes 

Yes 

Yes 

Webster 

1912 

6-3-3 

No 

Yes 

Yes 

Yes 

THE    QUESTIONNAIRE 
tionnaire  sent  out  January, 


ii 


8 

9 

10 

lla 

116 

12 

Depart- 
mental 
teaching 

Gradua- 
tion from 
J£S. 

Super- 
vision by 
S£S 

Length 
of  day 

No.  of 
periods 

Supervised 
study 

Remarks 

No 

6      " 

8 

Yes 

No 

No 

Si    " 

7 

Partial 

Yes 

No 

No 

5      " 

6 

Yes 

— 

— 

— 

"  — 

— 

— 

Will  open  Sept.,  1917 

Yes 

No 

Yes 

Si    " 

9 

Yes 

Yes 

No 

6      " 

8 

No 

Yes 

No 

Yes 

Si  hrs. 

8 

Moderately 

Junior  and'  Senior  High 

Yes 

Yes 

Yes 

Si    " 

8 

Yes 

in  one  room 

Yes 

No 

No 

si  " 

9 

Partial 

Yes 

No 

Yes 

si  " 

7 

Yes 

Yes 

Yes 

No 

si  " 

7 

Yes 

Yes 

No 

Yes 

8      " 

8 

Yes 

Yes 

No 

Yes 

7i    " 

9 

No 

Yes 

No 

Yes 

s*  " 

8 

Partial 

Yes 

No 

Yes 

7    hrs. 

7 

Yes 

Yes 

No 

No 

8 

No 

Yes 

No 

In  part 

7      " 

10 

Yes 

Yes 

7      " 

8 

Yes 

No 

No 

6    hrs. 

6 

Yes 

Yes 

Yes 

No 

5      " 

7 

Yes 

Yes 

No 

Yes 

5i  hrs. 

7 

Yes 

Yes 

No 

5 

7 

Yes 

Yes 

No 

Yes 

4       ' 

6 

No 

Yes 

Yes 

No 

si    ' 

7 

No 

Yes 

No 

In  part 

5       ' 

7 

Yes 

Yes 

Yes 

Yes 

6 

6 

Yes 

Yes 

Yes 

No 

6    hrs. 

8 

Yes 

Yes 

No 

In  part 

7      " 

Yes 

Yes 

No 

Yes 

Si    " 

7 

In  part 

Yes 

No 

Yes 

5      " 

5 

Yes 

Yes 

No 

Yes 

6      " 

8 

Yes 

Yes 

No 

Yes 

6      " 

6 

Yes 

Yes 

Yes 

Yes 

6      " 

4 

Yes 

Yes 

No 

Yes 

si   " 

7 

Yes 

Yes 

No 

No 

si  " 

7 

Yes 

Yes 

Yes 

No 

si  " 

8 

Yes 

Yes 

Yes 

Yes 

Si  hrs. 

8 

Yes 

Yes 

Yes 

No 

7 

Yes 

Yes 

No 

Yes 

Si    " 

7 

Yes 

Yes 

Yes 

Yes 

Si    " 

8 

No 

12 


THE    JUNIOR    HIGH    SCHOOL 


Tabulation  of  answers  to  ques- 


Places 

2 

3 

4a 

46 

5 

6 

7 

Date  of 
organ- 
ization 

Distribu- 
tion of 
grades 

Separate 
building 

Separate 
principa 

Promotion 

By 

subject 

\    A  nnu- 
ally 

Senti- 
annually 

OHIO 

Cleveland 

1915 

6-3-3 

Yes 

Yes 

Columbus 

1909 

6-3-3 

Yes 

Yes 

OKLAHOMA 

Muskogee 

1912 

61-2-3 

No 

No 

Yes 

Yes 

OREGON 

Albany 

iQiS 

6-3-3 

Yes 

Yes 

Yes 

Yes 

Eugene 

1916 

6-2-4 

Yes 

Yes 

Yes 

Yes 

Salem 

1915 

6-3-3 

Yes 

Yes 

Yes 

Yes 

PENNSYLVANIA 

Ben  Avon 

1914 

6-6 

No 

No 

Yes 

Yes 

Chambersburg 

1914 

6-2-4 

Yes 

Yes 

Yes 

Yes 

Johnstown 

1915 

6-3-3 

Yes 

Yes 

Yes 

Yes 

Lansdowne 

1908 

6-2-4 

No 

Yes 

Yes 

Yes 

Mohnton 

1914 

6-6 

Yes 

No 

Yes 

Yes 

Monessen 

1914 

6-2-4 

No 

No 

No 

Yes 

New  Kensington 

1914 

6-3-3 

No 

No 

Yes 

Yes 

Oakmont 

1914 

6-2-4 

No 

No 

Yes 

Yes 

Williamsport 

6-2-4 

No 

No 

No 

Yes 

RHODE  ISLAND 

Westerly 

1916 

6—2—4 

Yes 

No 

Yes 

Yes 

SOUTH  DAKOTA 

Brookings 

1914 

6-2-4 

Yes 

Yes 

Yes 

Yes 

TENNESSEE 

Jackson 

1912 

6-2-4 

No 

No 

Yes 

Yes 

Murfreesboro 

1907 

6-2-4 

Yes 

Yes 

No 

Yes 

TEXAS 

Austin 

1916 

6-2-3 

Yes 

Yes 

Yes 

Yes 

El  Paso 

1916 

6-2-4 

No 

Yes 

Yes 

Yes 

Houston 

1914 

6-3-2 

Yes 

Yes 

Yes 

Yes 

UTAH 

Murray 

1914 

6-3-3 

No 

No 

Yes 

Yes 

Ogden 

1909 

6-2-4 

Yes 

Yes 

Yes 

Yes 

VERMONT 

Burlington 

1914 

6-2-4 

Yes 

Yes 

Yes 

Yes 

VIRGINIA 

Richmond 

1915 

5-3-3 

Yes 

Yes 

Yes 

Yes 

Roanoke 

1912 

5-3-3 

Yes 

Yes 

In  part 

Yes 

WEST  VIRGINIA 

Clarksburg 

1914 

6-2-4 

No 

Yes 

Yes 

Yes 

WISCONSIN 

Edgerton 

1913 

6-6 

No 

No 

Yes 

Yes 

Rhinelar.der 

1913 

6—2-4 

Yes 

Yes 

No 

Yes 

Sheboygan 

1916 

6—2-4 

No 

No 

Yes 

Yes 

WYOMING 

Cheyenne 

1912 

6-2-4 

No 

No 

In  part 

Yes 

Laramie 

1914 

6-2-4 

Yes 

Yes 

Yes 

Yes 

Rawlins 

1913 

6-2-4 

No 

Yes 

No 

Yes 

THE    QUESTIONNAIRE 
tionnaire  sent  out  January,  1917 


8 

9 

10 

lla 

116 

12 

Remarks 

Depart- 
mental 
teaching 

Gradua- 
tion from 
J.H.S. 

Super- 
vision by 
S.H.S. 

Length 
of  day 

No.  of 
periods 

Super- 
vised 
study 

8  junior  high  schools,  some 

Yes 

Yes 

In  part 

5l  hrs. 

10 

Yes 

in  separate  buildings  and 

under  separate  principals 

Yes 

No 

No 

7-9 

Yes 

7  junior  high  schools 

Yes 

No 

Yes 

6i  hrs. 

9 

Yes 

Yes 

No 

No 

5i  hrs. 

7 

In  part 

Yes 

No 

No 

5l    " 

8 

Yes 

Yes 

No 

Yes 

5l    ' 

6 

Yes 

3  junior  high  schools 

Yes 

No 

Yes 

7 

In  part 

Yes 

No 

No 

5^  hrs. 

8 

Yes 

Yes 

No 

Yes 

7       " 

6 

Yes 

Yes 

No 

No 

5l     " 

7 

Yes 

Yes 

No 

Yes 

6      " 

8 

In  part 

Yes 

No 

No 

si  " 

8 

Yes 

Yes 

No 

Yes 

6i    " 

7 

In  part 

Yes 

No 

Yes 

7      " 

6 

Yes 

Yes 

Yes 

No 

5^    " 

8 

No 

Yes 

Yes 

Yes 

5^  hrs. 

6 

Yes 

Yes 

No 

Yes 

5  \  hrs. 

7 

Yes 

Yes 

No 

Yes 

7    hrs. 

10 

No 

Yes 

No 

Yes 

6      " 

7 

No 

Yes 

No 

Yes 

7    hrs. 

9 

Yes 

Yes 

No 

No 

7      " 

7 

Yes 

Yes 

No 

No 

si  " 

7 

In  part 

3  junior  high  schools 

Yes 

No 

Yes 

61  hrs. 

8 

Yes 

Yes 

No 

No 

61    " 

8 

Yes 

3  junior  high  schools 

Yes 

Yes 

No 

Si  hrs. 

8 

Yes 

Yes 

No 

Yes 

6    hrs. 

8 

Yes 

3  junior  high  schools 

Yes 

No 

No 

5^    " 

7 

Yes 

Yes 

No- 

No 

Si  hrs. 

9 

No 

Yes 

No 

Yes 

7    hrs. 

8 

Yes 

Yes 

No 

Yes 

6J    " 

10 

Yes 

Yes 

7 

5 

Yes 

No 

No 

Si  hrs. 

Yes 

Yes 

Yes 

No 

7      " 

6 

Yes 

Yes 

No 

No 

si  " 

7 

Yes 

14  THE    JUNIOR   HIGH    SCHOOL 

such  an  organization.  According  to  this  definition,  a  junior  high 
school  means  a  grouping  of  grades  seven  and  eight,  or  of  seven,  eight, 
and  nine,  to  form  a  new  educational  unit  in  which  there  shall  be  some 
freedom  in  choice  of  studies  by  the  pupils,  a  considerable  change  in 
the  traditional  content  of  the  subjects  and  methods  of  instruction,  depart- 
mental teaching,  promotion  by  subject,  and  prevocational  work. 

It  is  hardly  necessary  to  say  that  many  of  the  cities  included  in 
the  above  list  do  not  yet  have  junior  high  schools  which  may  fairly 
be  included  under  the  above  definition,  but  the  definition  at  least 
represents  a  goal  toward  which  the  educational  world  is  rapidly 
moving  and  which  many  places  have  already  reached.  With  this 
definition  in  mind,  it  is  in  order  to  set  forth  the  advantages  claimed 
for  the  junior  high  school.  These  claims  are  supported  by  the  abun- 
dant testimony  of  those  who  have  had  experience  with  the  new 
organization. 

ADVANTAGES  or  THE  JUNIOR  HIGH  SCHOOL 

The  first  advantage  is  that  under  the  junior  high  school  the  aptitudes 
and  abilities  of  the  pupils  are  more  easily  discovered  and  provided 
for,  owing  to  the  greater  freedom  in  choice  of  work  which  is  allowed. 
As  will  be  shown  later  under  a  discussion  of  the  program  of  studies, 
most  of  the  junior  high  schools  offer  a  choice  of  several  curricula  and 
also  allow  some  freedom  of  election  within  the  separate  curricula. 
The  justification  for  this  freedom  may  be  found  in  the  same  arguments 
which  have  been  used  in  defense  of  the  rapid  extension  of  the  elective 
system  in  the  high  schools  of  the  United  States  in  the  last  decade  or 
two.  During  the  first  six  years  of  school  life,  the  pupil  is  acquiring  the 
fundamentals  of  knowledge  and  the  primary  ideals  of  life,  which  must 
be  essentially  the  same  for  all.  He  is,  moreover,  in  the  docile  pre-ado- 
lescent  stage  when  he  yields  with  little  protest  to  mass  treatment.  With 
the  completion  of  the  sixth  grade,  the  situation  begins  to  assume  a  dif- 
ferent character.  By  general  consent  of  the  most  careful  students 
of  education,  the  pupil  has  mastered  the  facts  and  processes  which 
justify  and  demand  a  new  departure.  He  is,  moreover,  approaching 
or  is  already  in  the  stormy  period  of  adolescence.  He  no  longer 
accepts  authority  without  question.  It  is  at  this  time  that  he  begins 
to  present  problems  of  discipline.  He  is  seeking,  unconsciously, 
new  sanctions  and  new  ideals.  It  is  precisely  in  this  period  that 
the  old  organization  of  the  schools  has  failed  oftenest  to  interest 
and  hold  the  pupil.  It  is  at  this  time  in  the  pupil's  life  that  he 
begins  to  be  different  not  only  from  his  former  self,  but  different 


ADVANTAGES  15 

from  his  fellow  pupils  in  more  marked  and  fundamental  ways  than 
ever  before.  It  is  also  a  time  of  unrest,  uncertainty  and,  oftentimes, 
of  a  distaste  for  those  studies  and  pursuits  sanctioned  by  parents  and 
teachers.  The  junior  high  school  meets  this  situation  in  the  first 
place  by  offering  the  pupil  a  choice  of  the  work  that  he  may  do.  This 
plan  recognizes  the  value  of  interest  in  mental  work  and  assumes 
that  the  pupil  is  more  apt  to  do  well  what  he  has  of  his  own  accord 
chosen  to  do.  That  there  are  necessary  limitations  to  this  freedom 
must,  of  course,  be  admitted. 

The  uncertainty  of  the  pupil  as  to  what  he  really  desires  to  do  is 
also  met  by  the  use  of  prevocational  work.  Many  of  the  junior 
high  schools  do  not  yet  offer  this,  but  no  feature  of  the  new  organiza- 
tion attracts  more  attention  from  students  of  the  adolescent  period 
than  this,  and  none  seems  to  be  advancing  more  rapidly  in  favor. 
The  purpose  of  this  type  of  work  is  not,  primarily,  to  teach  the  pupil 
handiness  in  the  use  of  tools,  nor  to  give  especial  skill  in  commercial 
or  industrial  branches,  but  rather  to  find  out  the  kind  of  work  for 
which  he  has  the  greatest  aptitude.  The  idea  that  the  junior  high 
school  period  is  the  time  for  exploring  and  testing  the  individual 
possibilities  seems  to  be  a  dominant  feature  of  some  of  the  best 
school  systems,  because  mistaken  choices  are  less  costly  in  this 
early  period  of  the  pupil's  life  than  if  made  later.  Prevocational 
work  should  be  supplemented  by  a  general  survey  of  vocations. 

Another  advantage  of  the  junior  high  school  is  found  in  depart- 
mental instruction.  It  is  true  that  such  instruction  is  found  in  the 
upper  grades  of  some  of  the  progressive  school  systems,  but  depart- 
mental instruction  is  a  general  characteristic  of  the  junior  high  schools. 
The  advantage  of  having  a  teacher  present  one  subject,  or  two  at 
most,  is  great.  It  makes  for  thoroughness  and  accuracy  of  scholar- 
ship and  better  methods  of  teaching.  It  also  saves  the  energy  of 
both  teacher  and  pupil.  The  teacher's  efficiency  is  greatly  increased 
by  limiting  her  field  of  work.  There  are  some  dangers  in  early 
departmental  instruction,  but  these  do  not  seem  insuperable,  and 
they  are  far  outweighed  by  the  advantages,  especially  when  such 
instruction  is  introduced  gradually.  The  practice  of  some  junior 
high  schools  of  having  two  teachers  in  the  seventh  grade  and  three 
teachers  in  the  eighth  and  full  departmental  instruction  hi  the  ninth 
has  much  to  commend  it.  Such  an  arrangement  would  not  be  pos- 
sible in  small  systems. 

A  natural  result  of  departmental  instruction  is  the  promotion  by 
subject.  The  pupil  who  fails,  for  example,  in  mathematics  is  not 


16  THE   JUNIOR    HIGH    SCHOOL 

required  as  a  consequence  to  repeat  other  subjects  which  he  has 
already  passed  satisfactorily.  The  increased  flexibility  of  organiza- 
tion which  everywhere  attends  the  junior  high  school  makes  possible 
the  introduction  of  this  desirable  reform.  The  figures  given  by  Pro- 
fessor Briggs  in  his  investigation  of  1913-1914,  to  which  reference 
has  already  been  made,  show  that  promotion  by  subject  was  at 
that  time  the  prevailing  practice  in  a  great  majority  of  the  junior 
high  schools.  A  committee  of  the  North  Central  Association  of 
Colleges  and  Secondary  Schools  in  a  recent  report  finds  that  thirty- 
four  junior  high  schools  promote  by  subjects  as  against  seven  which 
do  not.  Of  one  hundred  and  seventeen  places  replying  under  this 
head  to  the  present  committee,  one  hundred  and  fourteen  promote 
by  subject. 

Another  marked  advantage  which  is  claimed  for  the  junior  high 
school  is  the  earlier  introduction  of  certain  subjects  which  have 
heretofore  generally  been  taught  only  in  the  secondary  school.  It 
is  true  that  here  and  there  one  or  another  of  these  subjects  has  been 
taught  in  the  grades  under  the  old  organization,  but  this  is  by  no 
means  so  general  as  under  the  new  plan.  These  new  subjects  are 
an  essential  part  of  the  junior  high  school  idea. 

The  foreign  languages  represent  one  of  the  most  distinctive  of 
these  introductions.  Latin,  German,  French,  and  Spanish  have 
found  a  place.  Some  schools  offer  all  of  them.  The  very  nearly 
unanimous  agreement  among  educators  that  the  seventh  grade  is 
a  better  place  than  the  ninth  to  begin  the  study  of  a  foreign  language, 
and  the  general  practice  of  the  other  great  civilized  nations  of  the 
world,  have  had  surprisingly  small  influence  on  our  own  procedure. 
The  advantage  which  undoubtedly  comes  from  beginning  earlier  the 
foreign  languages  may  justly  be  claimed  as  a  distinct  educational 
advance  which  we  owe  to  the  junior  high  school. 

Bookkeeping  and  business  arithmetic,  stenography  and  type- 
writing, algebra,  geometry,  industrial  geography,  general  science  and 
courses  in  the  manual  and  household  arts  have  all  found  a  place 
in  the  reorganized  school  systems.  The  real  importance  of  these 
changes  as  a  whole  will  best  be  seen  in  connection  with  the  typi- 
cal curricula  of  junior  high  schools  which  appear  later  in  this 
report. 

Another  advantage  claimed  for  the  junior  high  school  is  the  possi- 
bility of  a  better  social  adjustment.  It  seems  fair  to  say  that  this 
claim  can  hardly  be  justified  unless  this  school  has  a  building  of  its 
own  where  a  real  school  life  and  spirit  may  be  developed.  The  gain 


ADVANTAGES  17 

from  segregation  of  junior  high  school  pupils  has  been  very  clearly 
and  forcefully  stated  by  Superintendent  J.  C.  Templeton  of  Palo 
Alto,  California.  He  says: 

"A  homogeneous  school  atmosphere  depends  on  similarity  of  fundamental 
interests  fostered  in  the  student  body,  and  no  faculty  can  secure  such  an  atmos- 
phere if  such  interests  radically  conflict.  The  value  and  permanency  of  these 
interests  should  be  understood  by  the  faculty,  who  must  distinguish  between  those 
that  are  natural  and  those  that  are  fictitious.  The  school  that  is  made  up  of  pri- 
mary children  and  adolescents  usually  has  either  the  primary  school  atmosphere 
or  that  of  the  adolescent  child.  Since  the  same  set  of  rules  cannot  apply  to  both 
without  producing  unrest  and  discontent,  we  must  therefore  distinguish  a  school 
from  an  aggregation  of  grades  housed  in  one  building.  If  the  school  is  dominated 
by  the  one  class  or  the  other,  unavoidable  friction  results.  If  the  primary  atmos- 
phere prevails,  the  adolescents  are  out  of  harmony.  If  the  adolescent  spirit  is 
manifest,  the  primary  children  are  unhappy  and  discontented.  What  I  have  said 
of  combining  primary  grades  with  the  higher  grades  of  adolescent  children  is  also 
true  of  high  schools  conducted  in  the  same  building  with  grammar  schools,  as  all 
who  have  had  experience  in  such  make-shifts  will  testify.  In  both  cases  where 
the  boundary  lines  of  deep  latent  interests  are  ignored,  there  is  friction  which  is 
caused  by  biological  incompatibility  that  no  faculty  nor  set  of  rules  can  harmonize." 

In  order  that  the  full  advantage  may  be  derived  in  the  junior 
high  school  from  the  better  social  adjustment  of  the  pupils,  it  is  im- 
portant that  sufficient  time  be  given  to  this  school.  For  this  reason, 
in  part,  the  6-3-3  plan  °f  organization  seems  best.  This  distribu- 
tion of  grades,  according  to  replies  received,  is  not  so  common  as 
the  6-2-4  plan  but  seems  to  be  gaining  in  favor,  and  undoubtedly 
is  the  arrangement  which  many  of  the  places  now  operating  under 
some  other  plan  intend  ultimately  to  adopt.  Another  very  im- 
portant reason  for  preferring  the  6-3-3  plan  to  the  6-2-4  plan  is 
that  the  former  tends  to  keep  all  pupils  in  school  a  year  longer,  and 
a  year  beyond  the  time  when  they  are  permitted  by  law  to  leave 
school. 

In  small  towns,  however,  the  6-3-3  plan  does  not  seem  feasible. 
For  such  places  to  attempt  to  furnish  separate  housing  and  a  separate 
administration  for  the  junior  high  school  would  involve  a  large  per 
capita  expense.  Moreover,  the  number  of  pupils  who  might  be 
gathered  into  a  junior  high  school  would  be  so  small  that  many  of 
the  advantages  of  this  organization  would  be  wanting.  For  these 
places  the  6-6  plan  seems  the  most  practicable.  This  distribution  of 
the  grades  is  older  than  the  6-3-3  plan  and  is  a  not  uncommon 
arrangement,  especially  in  the  West. 

An  important  gain  incidental  to  the  grouping  of  a  large  number 


i8  THE  JUNIOR  HIGH   SCHOOL 

of  pupils  of  the  same  grade  is  the  possibility  of  forming  accelerant 
groups  which  shall  be  allowed  to  do  work  at  a  faster  rate  than  the 
average  division.  So  much  time  and  effort  have  been  given  in  recent 
years  to  devising  means  of  helping  the  backward  pupil  that  it  is 
pertinent  to  ask  whether  we  are  not  in  danger  of  forgetting  our 
obligation  to  the  capable  pupil.  It  is  worth  while  to  prevent  the 
gifted  pupil  from  becoming  a  dawdler  in  school  because  he  has  no 
good  opportunity  to  measure  himself  against  a  task  worthy  of  his 
best  effort.  If  the  junior  high  school  can  also  help  solve  this  problem, 
it  will  have  furnished  another  reason  for  its  existence.  By  a  suitable 
system  of  credits  in  the  junior  and  senior  high  schools,  it  ought  to 
be  possible  for  the  very  capable  pupil  to  complete  a  curriculum  in 
the  two  schools  in  five  years  instead  of  six. 

It  is  the  general  testimony  of  those  who  have  had  experience  that 
under  the  junior  high  school  plan  the  pupils  show  better  spirit  and 
greater  interest  in  their  work;  that  discipline  is  easier;  that  there  is 
less  retardation  and  a  lower  school  mortality.  This  is  an  exceed- 
ingly important  group  of  gains.  Any  plan  which  will  diminish  the 
large  number  of  pupils  who  leave  during  grades  seven,  eight,  and 
nine  is  certainly  worthy  of  most  careful  consideration  and  a  fair 
trial.  The  evidence  that  the  junior  high  school  prolongs  the  school 
life  of  the  pupil  is  most  convincing.  In  Education  for  September, 
1916,  statistics  of  the  Franklin  Junior  High  School  at  Berkeley,  Cal- 
ifornia, show  that  of  the  last  seven  classes  completing  the  eighth 
grade  under  the  old  organization,  40.53%  entered  the  high  school, 
and  that  of  the  first  six  classes  completing  the  eighth  grade  of  the 
junior  high  school,  65.53%  entered  the  ninth  grade  of  the  same 
school. 

Principal  Ernest  P.  Wiles  of  Evansville,  Ind.,  reports  that  the  per 
cent  of  pupils  regularly  promoted  from  the  eighth  grade  of  the  ele- 
mentary school  to  the  first  year  of  the  high  school  and  who  entered 
the  high  school  varied  from  52%  to  59%  for  the  five  semesters  just 
prior  to  the  organization  of  the  junior  high  sJiool.  For  the  first 
five  semesters  following  the  establishment  of  the  junior  high  school 
in  that  city,  the  per  cent  of  pupils  regularly  promoted  and  entering 
the  9~B  grade,  or  the  first  year  of  the  high  school  under  the  old  plan, 
increased  steadily  from  59  %  to  84  %. 

Superintendent  Weet  of  Rochester,  N.Y.,  in  a  recent  article  in 
American  Education,  says  that  of  those  pupils  in  Rochester  who  com- 
pleted the  eighth  year  work  in  January,  1916,  under  the  junior 
high  school  organization,  94.5%  have  remained  for  the  ninth  year 


ADVANTAGES  19 

work.  A  year  earlier  in  exactly  the  same  community,  but  under  the 
grammar  school  organization,  only  51%  remained  for  ninth  grade 
work. 

Superintendent  Bingaman  of  Goldfield,  Iowa,  found  that  of  one 
hundred  and  two  places  which  replied  to  his  inquiry,  "Are  students 
held  in  school  longer  because  of  the  added  advantages  of  the  junior 
high  school?"  91  answered  Yes,  4  answered  No,  and  7  Too  early  to 
say. 

It  remains  to  state  briefly  two  further  gains  under  the  junior  high 
school  plan.  The  first  is  that  it  makes  easier  the  transition  to  the 
high  school.  This  is  due  to  the  fact  that  in  the  two  or  three  years 
of  the  junior  high  school  the  pupil  is  gradually  prepared  for  the 
methods  and  conditions  of  the  high  school  instead  of  being  abruptly 
precipitated  into  them.  The  gradual  introduction  of  departmental 
instruction  is  an  important  help.  Moreover,  the  pupil  has  already 
begun  one  or  more  of  the  subjects  which  he  will  study  in  his  new 
environment.  He  comes  to  his  new  task  also  with  a  freshness  of 
interest  which  has  too  often  not  characterized  the  beginner  in  high 
school. 

The  other  point  of  advantage  is  that  the  junior  high  school  makes 
easier  the  introduction  of  desirable  educational  reforms.  This  is  a 
much  more  important  advantage  than  would  appear  at  first  sight. 
It  is  very  closely  related  to  most  of  the  other  merits  urged  in 
behalf  of  the  new  organization  and  to  others  which  might  have 
been  suggested.  The  enthusiasm  for  a  new  institution  in  an 
educational  system  often  makes  possible  reforms  which  progressive 
superintendents  and  principals  could  not  otherwise  have  secured. 
It  is  claimed,  for  example,  that  there  has  been  a  considerable  in- 
crease of  male  teachers  in  the  junior  high  schools.  This  gain  would 
have  been  difficult  or  impossible  under  the  old  distribution  of  grades. 
School  boards  would  probably  have  balked  at  the  increase  of  expense 
involved,  and  the  position  of  grade  teachers  has  not  generally  ap- 
pealed to  men.  Many  of  the  places  having  junior  high  schools 
report  a  longer  school  day  and  supervised  study.  Supervised  study 
means  additional  expense  which  would  probably  not  have  been 
incurred  in  most  cases  without  a  new  institution.  The  introduction 
of  secondary  subjects  two  or  three  years  earlier  than  these  subjects 
have  usually  been  taught  illustrates  the  same  idea.  It  is  fair  to 
say  that  many  of  the  changes  which  have  already  been  made  or  that 
may  be  made  in  the  future  have  been  rendered  possible  by  the 
impetus  of  a  new  movement. 


20  THE   JUNIOR    HIGH    SCHOOL 

ARGUMENTS  AGAINST  THE  JUNIOR  HIGH  SCHOOL 

It  is  desirable  that  a  report  of  this  character  should  also  set  forth 
the  objections  which  have  been  offered  against  the  junior  high  school. 
There  seem  to  be  but  three  that  deserve  serious  consideration.  The 
first  is  that  the  establishment  of  a  junior  high  school  will  make  it 
necessary  for  the  pupils  to  travel  greater  distances  to  school.  It 
hardly  needs  to  be  said  that  this  is  a  local  argument  and  would  have 
much  greater  force  in  some  communities  than  in  others.  In  places 
large  enough  to  have  two  or  more  junior  high  schools,  the  increased 
distance  for  travel  would  probably  not  be  a  serious  matter.  On 
the  whole,  it  may  be  doubted  if  a  little  increase  in  the  distance  the 
pupil  would  need  to  travel  to  school  would  be  a  great  hardship* 
especially  in  view  of  the  possibility  of  transportation  by  the  muni- 
cipality. 

The  second  objection  is  that  the  reorganization  of  the  school 
system  and  establishment  of  the  junior  high  school  would  mean 
increased  cost  to  the  taxpayer.  The  testimony  on  this  point  varies 
widely.  Some  of  those  who  have  answered  the  committee's  Ques- 
tions about  this  matter  say  that  the  junior  high  school  costs  less 
than  the  usual  arrangement.  They  base  their  claim  on  the  avoid- 
ance of  duplication  of  school  equipment.  Another  and  much  more 
weighty  reason  for  decreased  cost  is  that  under  the  junior  high  school 
plan  there  is  a  marked  diminution  in  the  number  of  retarded  pupils 
or  repeaters,  and  that  this  fact  diminishes  the  per  capita  cost.  On 
the  whole,  the  testimony  of  those  who  have  had  sufficient  experience 
with  the  new  plan  to  speak  with  any  authority  is  to  the  effect  that 
the  school  systems  with  the  junior  high  school  do  cost  more  and  are 
worth  it. 

The  third  objection  raised  against  the  junior  high  school  is  that 
under  this  plan  there  is  too  early  and  too  marked  differentiation 
in  the  work  of  the  pupils.  This  objection  has  been  skillfully  urged 
by  Mr.  W.  C.  Bagley  in  Home  and  School  Education.  This  is  un- 
doubtedly a  danger,  but  it  is  a  subject  on  which  there  is  little  likeli- 
hood of  agreement.  The  matter  will  .be  referred  to  later  in  this 
report. 

PROGRAM  OF  STUDIES 

One  of  the  very  vital  matters  that  will  need  to  be  faced  by  all 
communities  that  decide  to  establish  junior  high  schools  is  the  pro- 
gram of  studies.  This  subject  has  received  long  and  serious  atten- 


COURSE    OF    STUDY  — BERKELEY 


21 


tion  from  the  committee.  A  large  number  of  programs  of  studies 
from  all  over  the  United  States  has  been  collected  and  examined. 
Two  are  given  below.  The  first  is  the  program  of  studies  in  Berkeley, 
Cal.  This  is  of  especial  interest  because  Berkeley  was  one  of  the  first 
cities  in  the  United  States  to  establish  a  junior  high  school.  The  com- 
mittee presents  the  program  followed  in  Chelsea,  Mass.,  and  also 
the  program  recommended  by  the  Butte  Survey.  The  committee 
has  also  ventured  to  suggest  a  program  which  is  different  in  some 
particulars  from  any  of  the  three.  A  typical  program  of  the  French 
Lycee  and  of  the  German  Gymnasium  and  Realgymnasium  have 
been  given  in  order  that  it  might  be  clearer  that  in  this  new  experi- 
ment of  the  junior  high  school  the  United  States  is  really  coming 
into  closer  conformity  to  the  most  advanced  educational  ideas  abroad 

COURSE  OF  STUDY  —  INTERMEDIATE  SCHOOLS 

Berkeley  School  Department 

SEVENTH,  EIGHTH,  AND  NINTH  GRADES 
1916-1917 


Seventh  Grade 
Required 

English  

Periods         Ei^th  Grade 
Required 

5     English  

Periods          Ninth  Grade 
Required 

5     English  

Periods 
c 

Language 
Composition 
Spelling 
Reading 
Literature 

Language 
Composition 
Spelling 
Reading 
Literature 

Language 
Composition 
Spelling 
Reading 
Literature 

Geography  and  World 
History  through  Bi- 
ography  


American  History  and 
Citizenship 5 


Arithmetic 


5  Arithmetic 5 


Cooking    or    Manual 
Training 


Sewing     or      Manual 
2       Training 2 


Freehand  Drawing. . .      2   Freehand  Drawing 2 


j-viusi^  euiu.  \_/u.uiU3.  .  .         z     -LVAU3H-  aiiu.  v^iiui  ua  .  ...         ^    xvj.ii3iv,   ctuu    v^inji  ua  ^ 

Optional 

Optional 

Elective 

French  —  beginning  .  . 

5   French  —  continued.  . 

5  French  —  begin,  or  con. 

5 

German             " 

5   German            " 

5   German        "      "     " 

5 

Latin                 " 

5   Latin 

5  Latin            "      "     " 

5 

Spanish             " 

5   Spanish            " 

$   Spanish        '"      "     " 

5 

22  THE    JUNIOR   HIGH    SCHOOL 

Optional  Optional  Optional 

Printing  Arts 5  Printing  Arts 5  Algebra  — begin,  or  con.  5 

Extra  English 5  Extra  English 5  Freehand  Drawing 5 

Elem.  Household  Arts . .  5 
Elem.    Household    Sci- 
ence   5 

Manual  Arts 5 

Printing  Arts 5 

Pacific  Coast  History. .  5 

NOTES.  —  The  periods  are  forty  minutes  long.  In  those  subjects  which  require 
preparation  outside  the  recitation  period  five  periods  per  week  for  a  year  consti- 
tute a  course  for  which  one  credit  is  given. 

A  grammar  school  diploma  is  issued  when  a  pupil  has  finished  the  required 
seventh  and  eighth  grade  course. 

Pupils  who  complete  any  course  in  addition  to  amount  required  for  a  grammar 
school  diploma  will  be  allowed  credit  for  such  work  toward  graduation  from  the 
high  school. 

To  enter  the  Berkeley  High  School  a  pupil  must  have  secured  a  grammar  school 
diploma  and  at  least  three  high  school  credits. 

COMMENT.  —  In  two  of  its  intermediate  or  junior  high  schools,  Berkeley  offers 
commercial  work.  Typewriting  and  Penmanship  begin  in  the  seventh  grade. 
Bookkeeping  and  Stenography  begin  in  last  half  of  the  eighth  grade. 


PROGRAM  or  STUDIES  IN  CHELSEA  JUNIOR  HIGH  SCHOOL 

GENERAL  COURSE 

First  Year  (Seventh  Grade) 

Required  Subjects  Elective  Subjects 

English  —  Literature,  Language,  Spell-      Select  one  of  the  following 

ing 

Arithmetic  Latin  —  beginning 

American  History  and  Current  Events          German  —  beginning 
Geography  Spanish  —  beginning 

Physiology  and  Hygiene 
Penmanship 
Drawing 
Music  —  Vocal 
Physical  Training 
Manual  Training 

Girls,  Sewing 

Boys,  Woodwork 

Second  Year  (Eighth  Grade) 

Required  Subjects  Elective  Subjects 

English  —  Literature,  Grammar,  Spell-      Select  two  of  the  following 
mg  Latin  —  continued 


PROGRAM    OF    STUDIES  —  CHELSEA  23 

Required  Subjects  Elective  Subjects 

Mathematics — Review   of   the   essen-          German  —  continued 

tials  of  Arithmetic  (half  year),  Intro-          Spanish  —  continued 

duction  to  Algebra  (half  year)  Commercial  Geography 

American    History     and     Community 

Civics 
Science  —  Physiology  and  Hygiene 

(half  year),  Nature  Study  (half  year) 
Drawing  —  Freehand  or  Mechanical 
Music  —  Vocal 
Physical  Training 
Manual  Training 

Girls,  Sewing  and  Cooking 

Boys,  Woodwork  or  Printing  (after 
Sept.  i,  1917) 


Third  Year  (Ninth  Grade) 

Required  Subjects  Elective  Subjects 

English  —  Literature,  Composition,         Select  three  of  the  following 

Spelling  Latin  —  beginning  or  continued 

Mathematics  —  Algebra  German  —  beginning  or  continued 

History  —  Ancient  Spanish  —  beginning  or  continued 

Science  —  Elementary  Drawing  —  Freehand  or  Mechanical 

Music  —  Vocal  Manual  Training 

Physical  Training  Girls,  Sewing  or  Cooking 

Boys,  Woodwork  or  Printing  (after 

Sept.  i,  1917) 
Bookkeeping 


COMMERCIAL  COURSE 
First  Year  (Seventh  Grade) 

Required  Subjects  Elective  Subjects 

English  —  Literature,  Language,  Spell-      Select  one  of  the  following 

ing  Spanish  —  beginning 

Arithmetic  German  —  beginning 

American  History  and  Current  Events 
Geography 

Physiology  and  Hygiene 
Penmanship 
Drawing 
Music  —  Vocal 
Physical  Training 
Manual  Training 

Girls,  Sewing 

Boys,  Woodwork 


THE    JUNIOR    HIGH    SCHOOL 


Second  Year  (Eighth  Grade] 


Required  Subjects 

English  —  Literature,  Grammar,  Spell- 
ing 

Mathematics  —  Review  of  the  essen- 
tials of  Arithmetic  (half  year)  Intro- 
duction to  Algebra  (half  year) 

American  History  and  Community 
Civics 

Science  —  Physiology  and  Hygiene 
(half  year) 

Commercial  Geography  (half  year) 

Music  —  Vocal 

Physical  Training 

Manual  Training 

Girls,  Sewing  and  Cooking 
Boys,  Woodwork  or  Printing  (after 
Sept.  i,  1917) 


Elective  Subjects 
Select  two  of  the  following 
Spanish  —  continued     . 
German  —  continued 
Bookkeeping 
Stenography 

Drawing  —  Freehand  or  Mechanical 
Survey  of  Vocations 


Third  Year  (Ninth  Grade] 


Required  Subjects 
English  —  Literature,  Composition, 

Spelling 

Mathematics  —  Commercial  Arithmetic 
History  —  Mexico,  Central  and  South 

America 

Science  —  Elementary 
Music  —  Vocal 
Physical  Training 


Elective  Subjects 
Select  three  of  the  following 
Spanish  —  beginning  or  continued 
German  —  Beginning  or  continued 
Bookkeeping 

Stenography  and  Typewriting 
Drawing  —  Freehand  or  Mechanical 
Business  Writing  and  Business  Forms 
Manual  Training 

Girls,  Sewing  and  Cooking 
Boys,  Woodwork  or  Printing  (after 
Sept.  i,  1917) 


INDUSTRIAL  COURSE 
First  Year  (Seventh  Grade} 


Required  Subjects 

English  —  Literature,  Language,  Spell- 
ing 

Arithmetic 

American  History  and  Current  Events 
Geography 

Physiology  and  Hygiene 
Penmanship 
Drawing 
Music  —  Vocal 
Physical  Training 


Elective  Subjects 
Select  one  of  the  following 
Spanish  —  beginning 
German  —  beginning 


PROGRAM    OF    STUDIES  —  CHELSEA 


Required  Subjects 
Manual  Training 
Girls,  Sewing 
Boys,  Woodwork 


Elective  Subjects 


Second  Year  (Eighth  Grade} 


Required,  Subjects 

English  —  Literature,  Grammar,  Spell- 
ing 

Mathematics  —  Review  of  the  essen- 
tials of  Arithmetic  (half  year),  Intro- 
duction to  Algebra  (half  year) 

American  History  and  Community 
Civics 

Science  —  Physiology  and  Hygiene  (half 
year) 

Commercial  Geography  (half  year) 

Music  —  Vocal 

Drawing 

Girls,  Freehand 
Boys,  Mechanical 

Manual  Training 

Girls,  Sewing  or  Cooking 

Boys,  Woodwork  and  Printing  (after 

Sept.  i,  1917) 
Physical  Training 


Elective  Subjects 
Select  two  of  the  following 
Spanish  —  continued 
German  —  continued 
Bookkeeping 
Stenography 
Survey  of  Vocations 


Third  Year  (Ninth  Grade) 


Required  Subjects 
English  —  Literature,  Composition, 

Spelling 

Science  —  Elementary 
Music  —  Vocal 
Physical  Training 
Manual  Training 

Girls,  Sewing  and  Cooking 

Boys  Woodwork  and  Printing  (after 

Sept.  i,  1917) 
Drawing 
Girls,  Freehand 
Boys,  Mechanical 


Elective  Subjects 
Select  three  of  the  following 

Spanish  —  beginning  or  continued 
German  —  beginning  or  continued 
Bookkeeping 

Stenography  and  Typewriting 
Business  Writing  and  Business  Forms 
Algebra 

Ancient  History 

History    of    Mexico,     Central    and 
South  America 


26 


THE    JUNIOR    HIGH    SCHOOL 


RECOMMENDED  BY  THE  BUTTE  SURVEY  COMMISSION 

I.  GENERAL  COURSE 

Intended  primarily  for  those  intending  to  go  to  high  school  and  to  enter 
the  classical  or  scientific  courses 

Seventh  Grade 


Required  Subjects                 Periods 
English  Literature  and  Composi- 
tion    5 

U.S.  History 5 

Descriptive  Geography 5 

Arithmetic 5 

Physical  Training 2 

Drawing 2 

Music 2 

Cooking  (girls) 2 

Sewing        "     2 

Manual  Training  (boys) 4 


Elective  Subjects  Periods 

Select  one 

Latin 5 

German 5 

Spanish 5 

Bookkeeping  and  Business 

Arithmetic 5 


Eighth  Grade 


Required  Subjects 


Periods 


Elective  Subjects 


Periods 


English  Literature  and  Composi- 
tion    5 

U.S.  History  and  Civics 5 

General  Science 3 

Physiology  and  Hygiene 2 

Drawing 3 

Music 2 

Physical  Training i 

Cooking  (girls) 2 

Sewing        "     2 

Manual  Training  (boys) 4 


Select  one 

Latin 5 

German 5 

Spanish 5 

Bookkeeping  and  Business 

Arithmetic 5 

Mathematics: 

Elementary  Algebra,  8B .  .  .  .  5 

Constructive  Geometry,  8A . .  5 


Ninth  Grade 


Required  Subjects 


Periods 


English  Literature  and  Composi- 
tion  

Physical  Geography 

Music  or  Oral  English 

Physical  Training 


Elective  Subjects 


Periods 


Select  one 

Latin 5 

German 5 

Spanish 5 

(Two  languages  only  by  special 
permission.) 

Algebra 5 

Ancient  History 5 

Drawing,  Freehand  or  Mechan- 
ical    5 

Cooking  or  Sewing  (girls) 4 

Woodwork  (boys) 4 


PROGRAM    OF    STUDIES  — BUTTE    SURVEY 


27 


II.  VOCATIONAL  COURSE 
Intended  primarily  for  those  not  intending  to  go  to  the  high  school 


Required  Subjects 
Same  as  General  Course 


Seventh  Grade 

Periods  Elective  Subjects  Periods 

Select  one 

German 5 

Spanish 5 

Bookkeeping  and  Business 
Arithmetic 5 


Eighth  Grade 


Required  Subjects                 Periods 
English  Literature  and  Composi- 
tion      5 

U.S.  History  and  Civics 5 

General  Science 3 

Physiology  and  Hygiene 2 

Physical  Training i 

Freehand  Drawing  (girls) 5 

Cooking  and  Sewing  (girls) 10 

Mechanical  Drawing  (boys) 5 

Manual  Training  (boys) 10 


Elective  Subjects  Periods 

Select  one 

German 5 

Spanish 5 

Bookkeeping  and  Business 

Arithmetic 5 

Mathematics: 

Elementary  Algebra,  8B 5 

Constructive  Geometry,  8A . .  5 

Music.  .  .  2 


Ninth  Grade 


Required  Subjects                 Periods 
English  Literature  and  Composi- 
tion      5 

Physical  Training i 


Elective  Subjects  Periods 

Select  three 

German 5 

Spanish 5 

General  World  History 5 

Physical  Geography 5 

Music  or  Oral  English 2 

Girls 

Freehand  Drawing 5 

Cooking  or  Sewing 5 

Elementary  Chemistry 5 

Boys 

Mechanical  Drawing 5 

Elementary  Physics 5 

Manual  Training 5 

Both 

Stenography 5 

Typewriting 5 

Business  Practice 5 


28 


THE   JUNIOR    HIGH    SCHOOL 


WEEKLY  PROGRAM  OF  FRENCH  LYCEE 


'  FIRST  CYCLE 
Length,  four  years:  from  the  sixth  to  the  third  form  inclusive 

Sixth  Form l 


Division  A 


Hours 


Division  B 


Hours 


French 3         French 5 


Latin 7 

Modern  Languages 5 

History  and  Geography 3 

Arithmetic 2 

Natural  Science i 

Drawing 2 

Total 23 


Writing i 

Modern  Languages 5 

History  and  Geography 3 

Arithmetic 4 

Natural  Science 2 

Drawing 2 

Total..                                        .  22 


Fifth  Form 


French 3 

Latin 7 

Modern  Languages 5 

History  and  Geography 3 

Arithmetic 2 

Natural  Science i 

Drawing 2 


French 5 

Writing i 

Modern  Languages 5 

History  and  Geography 3 

Mathematics  and  Mechanical 

Drawing '. 4 

Natural  Science 2 

Drawing 2 


Total. 


Total. 


Fourth  Form 


Division  A 


Hours 


Ethics i 

French 3 

Latin 6 

Greek  (optional) 3 

Modern  Languages 5 

History  and  Geography 3 

Mathematics 2 

Natural  Science i 

Drawing 2 


Division  B 


Hours 


Ethics i 

French 5 

Modern  Languages 5 

History  and  Geography 3 

Mathematics,    Bookkeeping    and 

Mechanical  Drawing 5 

Physics  and  Chemistry 2 

Drawing 2 


Total 


Total 23 

23  —  3  optional 


1  It  should  be  noted  that  the  above  program  is  for  a  boys'  school  and  that  the 
sixth  form  corresponds  roughly  to  the  sixth  grade  in  United  States. 


LYC&E,    GYMNASIEN    AND    REALGYMNASIEN  29 


Third  Form 


Ethics i 

French 3 

Latin 6 

Greek  (optional) 3 

Modern  Languages 5 

History  and  Geography 3 

Mathematics 3 

Drawing 2 


Ethics 

French 

Civil  Government  and  Common 

Law 

Modern  Languages 

History  and  Geography 

Mathematics 

Physics  and  Chemistry 

Natural  Science 

Bookkeeping 


Drawing. 


Total 


—  Total.  . 

23  —  3  optional 


FRANKFORT  CURRICULA  OF  GYMNASIEN  AND  REALGYMNASIEN 


Common 

Elementary 
Course 

Gymwa^few 

Realgymnasien 

VI 

V 

IV 

3B 

3A 

2B 

2A 

iB 

lA 

T 

3B 

3A 

2B 

2A 

iB 

lA 

T 

Religion 

3 

2 

2 

2 

2 

2 

2 

2 

2 

19 

2 

2 

2 

2 

2 

2 

19 

German  and 

4J 

3  j 

Historical  Tales 

if6 

JS 

4 

3 

3 

3 

3 

3 

3 

3i 

3 

3 

3 

3 

3 

3 

-41 

Latin 

10 

10 

8 

8 

8 

7l 

Si 

8 

8 

6 

6 

S 

5 

38 

Greek 

8 

8 

8 

8) 

32 

English 

6 

4 

4 

4 

18 

French 

6 

6 

6 

3 

2 

2 

2 

2 

2 

3i 

4 

4 

3 

3 

3 

3 

38 

History  and  Geog. 

2 

2 

6 

3 

4 

2 

2 

2 

3 

26 

4 

4 

3 

3 

3 

3 

30 

Mathematics 

5 

5 

si 

4 

4 

3} 

3( 

3l 

3( 

35 

4 

4 

4 

S 

S 

S 

42 

Natural  Science 

2 

2 

si 

2 

2 

2) 

2) 

2) 

*j 

19 

3 

3 

3 

4 

5 

S 

30 

Writing 

2 

2 

i 

4 

Drawing 

2 

2 

2 

2 

8 

2 

2 

2 

2 

2 

2 

16 

Totals 

25 

25 

28 

2Q 

29 

30 

30 

30 

30 

256 

30 

30 

32 

32 

3^ 

32 

266 

Brackets  indicate  that  the  time  for  subjects  enclosed  may  be  redistributed  if 
desired. 

To  the  above  is  added  three  hours  gymnastics  throughout  all  classes  and  two 
hours  singing  in  VI  and  V. 


THE   JUNIOR    HIGH    SCHOOL 


PROGRAM  OF  STUDIES  RECOMMENDED  BY  THE  COMMITTEE 


Required  Subjects 


7th  Grade 

8th  Grade 

English  

•     5 

English  

5 

World    History 

U.S.    History  with  ] 

through  Biography 

'     5 

related  European  1 

5 

World  Geography 

History,  Com- 

munity Civics, 

Physiology    and    Hy- 

General Science  

4 

giene  

•     3 

Mathematics,  I  . 

•     5 

Mathematics,  II  

S 

Drawing  

.       2 

Drawing  

2 

Music  

.       I 

Music  

I 

Physical  Training  .  . 

.      2 

Physical  Training  

2 

Elective  Subjects 

Manual  Training 

Manual  Training 

(Boys)  

•      4 

(Boys)  

4 

Sewing,  ^  year  (Girls)    4 

Sewing,  \  year  (Girls) 

4 

Cooking,  |  year  (girls)    4 

Cooking,  \  year  (Girls) 

4 

French  

•     4 

French  

4 

German  

•     4 

German  

4 

Spanish  

•     4 

Spanish  

4 

Agriculture  — 


Agriculture 4 

Typewriting 3 

Business  Arithmetic } 
Penmanship     and  f     5 
Business  Forms 


gih  Grade 

English 

U.S.  History,  and] 
Government  in  > 
State  and  Nation  J 

General  Science 


Drawing 2 

Music i 

Physical  Training 2 


French 4 

German 4 

Spanish 4 

Latin 5 

Mathematics,  III. ...  5 
Manual  Training 

(Boys) 6 

Household  Arts  (Girls)  6 

Agriculture 6 

Typewriting 3 

Bookkeeping 5 

Industries  and   Pro- 


ducts 


Physiology   and    Hy- 
giene   3 

Mathematics,  1 5 

Drawing 2 

Music i 

Physical  Training 2 


SUGGESTED  ACADEMIC  CURRICULUM 
Required  Subjects 

gih  Grade 

English 5 

U.S.  History,  and  j 
Government  in   >     5 
State   and    Nation  J 
General  Science 4      General  Science 4 


7th  Grade 
English  

c 

8th  Grade 
English  

World  History      \ 
World  Geography/  " 

5 

U.S.  History           \ 
Community  Civics/ 

Mathematics,  II 

Drawing 

Music 

Physical  Training  . . . 


5  Mathematics,  HI 5 

2  Drawing 2 

1  Music i 

2  Physical  Training. ...  2 


SUGGESTED    CURRICULA 


31 


French  or  German. 


Elective  Subjects 
German  or  French . . 


French  or  German. 
Latin. . 


SUGGESTED  COMMERCIAL  CURRICULUM 


7th  Grade 

English 

World  History      1 
World  Geography/ 


Physiology    and    Hy- 
giene   3 

Mathematics,  1 5 

Drawing 2 

Music i 

Physical  Training 2 


Required  Subjects 
8th  Grade 

English 5 

U.  S.  History  with] 
related  European  I 
History  and  Com-  j 
munity  Civics 
General  Science 4 

Mathematics,  II 5 

Drawing 2 

Music i 

Physical  Training 2 

Typewriting 2 

Business  Arithmetic  1 

Penmanship  andf  5 
Business  Forms      j 


gth  Grade 

English 5 

U.  S.  History,  andl 
Government  in>      5 
State  and  Nation] 

General  Science 4 


Drawing 2 

Music i 

Physical  Training 2 

Typewriting 2 

Bookkeeping 5 

Industries  and  Pro-1 

ducts  J  4 


Spanish, 


Elective  Subjects 
4      Spanish 


Spanish. 


Physiology    and     Hy- 
giene   3 

Mathematics,  1 5 

Drawing 2 

Music i 

Physical  Training ....  2 
Manual  Training 

(boys) 4 

Cooking  |  yr.  (girls) .  4 

Sewing    "     "      "     .  4 


Agriculture 4 


SUGGESTED  INDUSTRIAL  ARTS  CURRICULUM 
Required  Subjects 

9th  Grade 

English 5 

U.S.    History,  andl 
Government  in  \      5 
State  and  Nation  J 
General  Science 4      General  Science 4 


7th  Grade 
English 

f 

8th  Grade 
English 

World  History      1 
World  Geography/ 

•    5 

U.S.   History   and) 
Community  Civics  / 

Mathematics,  II 5 

Drawing 2 

Music i 

Physical  Training. ...  2 
Manual  Training 

(boys) 4 

Cooking  |  yr.  (girls) .  4 

Sewing    "  "       "     .  4 

Elective  Subjects 

Agriculture 4 


Drawing 2 

Music i 

Physical  Training 2 

Manual  Training 

(boys) 6 

Household  Arts  (girls)  6 


Agriculture 6 

Mathematics,  III. ...     5 


32  THE    JUNIOR    HIGH    SCHOOL 

The  borrowed  programs  of  studies  are  offered  without  discussion 
or  criticism  as  examples  of  current  practice  in  progressive  school 
systems.  Some  very  important  features  of  the  program  of  studies 
in  junior  high  schools  can  best  be  brought  out  by  an  explanation 
and  discussion  of  the  suggested  program.  The  first  point  to  be 
noticed  is  the  work  in  history.  The  courses  in  history  in  the 
French  secondary  schools  seem  to  the  committee  to  have  much 
that  is  worthy  of  imitation.  In  this  subject,  the  work  is  organized 
in  three  cycles.  The  pupil  goes  over  the  whole  field  of  history 
three  times,  doing  the  work  more  thoroughly  in  each  succeeding 
cycle.  Under  this  plan  no  matter  at  what  age  the  pupil  leaves 
school,  he  will  not  be  totally  ignorant  of  great  events  of  the  world's 
history.  According  to  the  thought  of  the  committee,  the  first 
cycle  of  historical  study  would  include  the  first  six  grades.  In 
these  grades  the  whole  field  of  history  would  be  treated  in  story 
form,  in  biographies,  and  easy  narrative.  The  second  cycle  would 
include  the  period  of  the  junior  high  school.  In  the  seventh  grade 
five  periods  are  given  to  world  history.  Although  the  work  here 
should  be  of  more  advanced  character  than  in  the  earlier  period,  the 
subject  can  best  be  presented  to  pupils  of  this  age  largely  through 
the  study  of  the  great  characters  of  the  past  who  have  been  most 
influential  in  directing  the  current  of  the  world's  history  and  shaping 
its  civilization.  It  is  not  supposed  that  this  course  will  consist  of 
the  reading  or  study  of  isolated  biographies,  but  rather  that  the 
important  and  essential  facts  of  world  history  will  be  built  around 
and  interwoven  with  wisely  selected  biographies.  It  is  of  great 
importance  that  all  of  the  work  in  history  be  closely  correlated  with 
geography.  In  this  way  each  subject  can  be  made  to  help  the  other. 

In  the  eighth  grade  the  suggested  program  offers  American  history 
with  especial  emphasis  on  those  facts  and  conditions  in  European 
history  which  have  had  an  important  influence  on  the  history  and 
government  of  this  country.  American  history  is  continued  in  the 
ninth  grade.  The  community  civics  in  the  eighth  grade  and  govern- 
ment in  state  and  nation  in  the  ninth  are  important  courses.  Very 
valuable  assistance  for  the  work  in  community  civics  may  be  gained 
from  Bulletin  23,  1915,  and  Bulletin  28,  1916,  U.  S.  Bureau  of  Edu- 
cation, and  Circular  5,  1916,  of  the  Massachusetts  Department  of 
Education.  These  documents  should  be  in  the  hands  of  all  teachers 
who  conduct  this  work. 

The  third  cycle  of  historical  work  will  begin  with  the  senior  high 
school.  The  first  year  might  appropriately  be  given  to  European 


SUGGESTED    PROGRAM  33 

history  to  about    1750,  the  second   to   Modern   European  history, 
and  the  last  year  to  American  history  and  government. 

Under  the  subject  of  mathematics,  the  recommendations  which 
follow  may  at  first  sight  seem  radical.  The  usual  practice  in  the 
teaching  of  mathematics  in  American  schools  has  been  to  teach 
arithmetic  alone  through  the  eighth  or  ninth  grade  of  the  elementary 
school  followed  by  algebra  and  demonstrational  geometry  respectively 
in  the  first  and  second  year  of  the  high  school.  In  arithmetic  a  great 
variety  of  topics,  some  of  considerable  difficulty  and  little  practical 
value,  has  been  taught.  This,  method  of  treating  the  general  sub- 
ject is  pedagogically  wrong  because  it  does  not  arrange  the  topics 
of  study  in  the  order  of  natural  difficulty  and  because  it  is  impossible 
by  this  method  to  correlate  arithmetic,  algebra,  and  geometry  so  as 
to  get  the  best  results.  None  of  the  best  educational  systems  of 
Europe  follows  any  such  method.  The  committee  therefore  would 
strongly  urge  that  the  mathematics  be  taught  after  the  sixth  grade 
in  parallel  courses  rather  than  in  tandem.  The  Association  of 
Teachers  of  Mathematics  in  New  England  has  recently  received  the 
report  of  a  committee  on  the  Status  of  Mathematics  in  Secondary 
Schools.  Certain  recommendations  by  that  committee  with  regard 
to  the  curriculum  have  been  appropriated  in  large  part  as  the 
recommendations  of  this  report.  The  above  committee  concludes 
that  in  six  year  high  schools  the  mathematics  of  the  first  three 
grades  (Junior  High  Schools)  should  include: 

a.  The   essentials  of    arithmetic,   omitting    the    less    important    denominate 
numbers  and  all  intricate  matters  of  commercial  arithmetic  which  lie  outside 
the  possible  experience  even  of  teachers.     Very  thorough  drill  should  be  given 
in  percentage,  proportion,  and  their  varied  applications. 

b.  The  elements  of  algebra  in   connection  with   such   topics  as   are   common 
to  arithmetic,  e.g.,  L.C.M.,  G.C.D.,   square  root;     also   the  solution  of  simple 
equations  of  the  first  or  second  degree  with  graphical  representations. 

c.  In  geometry  a  considerable   amount  of  informal  geometry  —  constructive 
or  intuitional  —  with  varied  problems   in  mensuration,  the    beginning   of   geo- 
metrical demonstration.     To   this  extent    mathematics    should    be    a    required 
subject.     Enough  should  have  been    taken  to   test  aptitude  for  further  similar 
study  or  college  preparation. 

The  above  recommendations  are  incorporated  in  this  report  with 
the  full  realization  that  much  constructive  work  must  be  done  by 
individual  teachers  before  courses  in  detail  are  worked  out.  In  the 
suggested  program  of  studies  the  committee  has  included  two  years  of 
required  mathematics  according  to  this  recommendation,  but  has 
made  the  third  year  elective. 


34  THE    JUNIOR    HIGH    SCHOOL 

In  the  modern  foreign  languages,  an  elective  in  French,  German,  or 
Spanish  is  offered.  No  two  of  these  languages  should  be  begun  the 
same  year.  All  of  these  languages  should  be  taught  by  the  direct  or 
conversational  method.  As  Latin  will  probably  be  taught  by 
methods  which  have  been  used  in  secondary  schools,  it  has  not  seemed 
wise  to  offer  this  subject  earlier  than  the  ninth  grade. 

The  committee  feels  that  the  work  in  general  science  is  of  great 
importance  and  is  worthy  of  the  best  thought  of  those  responsible 
for  the  details  of  the  courses  in  this  subject  in  the  junior  high 
school.  Despite  the  great  advance  that  has  been  made  in  the 
general  science  courses  as  given  in  the  past  in  the  high  schools  of 
the  country,  much  constructive  work  yet  needs  to  be  done.  The 
work  has  been  criticized  as  a  hodge-podge  which  ill  deserves  the 
name  of  science.  Too  often  the  training  or  personal  interest  of 
the  teacher,  or  of  the  writer  of  the  textbook,  has  led  to  an  undue 
emphasis  on  some  special  field  of  science.  The  course  in  general 
science  ought  to  concern  itself  with  an  orderly  and  rational  study 
of  the  pupils'  environment.  In  this  study  the  principles  of  the 
physical  sciences  are  of  primary  importance  because  these  principles 
are  fundamental  to  all  sciences.  The  pupil  ought  to  study  the 
phenomena  of  everyday  life  that  he  may  understand  them  and 
apply  the  principles  involved  to  new  experiences.  Such  a  study 
will  bring  a  real  gain  in  power,  and  with  even  fair  skill  on  the 
part  of  the  teacher  can  hardly  fail  to  arouse  genuine  interest. 
In  order  to  avoid  misunderstanding,  the  committee  would  make  it 
clear  that  it  is  not  recommending  simply  a  course  of  diluted  physics 
and  chemistry,  but  a  new  subject  —  the  study  of  environment  in  its 
scientific  aspects.  The  necessary  limitations  of  this  report  make 
it  impossible  to  enter  into  details,  but  two  fields  of  great  human 
interest  which  have  hitherto  generally  been  neglected  in  courses  in 
general  science  may  well  receive  some  attention.  Some  of  the  im- 
portant facts  of  meteorology  are  well  within  the  grasp  of  pupils  of 
junior  high  school  age,  and  the  phenomena  of  weather  are  not  only 
of  perennial  interest  to  the  average  citizen  but  the  underlying  prin- 
ciples of  these  phenomena  are  closely  connected  with  other  matters 
which  always  receive  attention  in  courses  in  general  science.  Prob- 
ably no  other  part  of  our  environment  lends  itself  more  readily 
to  the  project  method  of  study.  The  other  suggestion  is  that  some 
attention  be  given  to  the  study  of  micro-organisms.  These  have 
come  to  figure  so  largely  in  modern  life  that  we  cannot  afford  to 
ignore  them  entirely  even  in  an  elementary  course. 


SUGGESTED    PROGRAM  35 

The  last  suggestion  with  regard  to  the  work  in  general  science 
is  that  while  its  primary  purpose  may  not  be  to  lay  the  foundations 
for  the  subsequent  study  of  the  special  sciences,  such  a  foundation 
ought  to  be,  at  least,  an  incidental  result. 

The  suggestions  of  the  committee  under  the  head  of  industrial 
arts  differ  from  the  usual  practice  in  junior  high  schools  in  that  a 
larger  amount  of  time  is  given  to  the  subject.  This  recommendation 
has  been  made  because  of  the  conviction  that  to  limit  this  work 
to  one  or  two  periods  per  week  is  to  diminish  greatly  its  value  even 
for  prevocational  purposes. 

The  most  fundamental  question,  probably,  which  must  be  met  in 
the  framing  of  curricula  is  the  question  of  differentiation.  On  the 
one  hand,  we  have  the  varying  needs  and  aptitudes  of  the  pupils; 
on  the  other  hand,  there  is  the  ever  present  danger  of  wrong  choices 
and  mistaken  decisions.  Everyone  who  has  had  experience  in  ad- 
ministering an  elective  plan  of  work  in  secondary  schools  knows  how 
difficult  it  is  to  reach  a  wise  decision  as  to  the  best  line  of  work  for 
many  of  the  pupils.  It  is  certainly  more  difficult  to  do  this  for  the 
boy  or  girl  in  the  seventh  grade.  It  is  of  great  importance  that 
educational  blind  alleys  be  avoided.  In  other  words,  it  is  important 
that  the  pupil  in  the  junior  high  school  shall  not  be  started  on  any 
curriculum  of  a  content  so  different  from  the  curricula  of  other  pupils 
that  he  cannot  make  a  change  without  serious  loss  when  the  mistake 
is  evident.  Moreover,  it  is  well  to  bear  in  mind  that  the  school  owes 
a  duty  to  society  as  well  as  to  the  pupil.  If  it  is  a  legitimate  function 
of  the  school  to  train  a  pupil  to  take  well  his  part  as  a  citizen  in  demo- 
cratic society,  then  the  school  must  give  him  the  common  knowledge 
and  common  ideals  on  which  alone  such  society  can  safely  rest. 
No  school  program  should  suggest  to  a  pupil  that  he  is  not  to  go 
on  with  his  education.  Above  all,  the  school  program  must  not 
create  cliques  and  classes  and  caste.  It  is  because  of  these  convictions 
that  the  junior  high  school  program  suggested  above  is  intentionally 
conservative.  It  is  designed  to  supply  the  pupil  with  interesting 
subjects  of  study  which  will  help  to  hold  his  interest  and  keep  him 
in  school.  It  is  also  designed  by  wise  options  to  test  the  possibilities 
of  the  pupil  and  eventually  guide  him  into  the  right  path.  It  is 
prevocational  rather  than  vocational.  Moreover,  it  contains  for 
all  pupils  a  large  constant  of  study,  especially  in  the  first  two  years. 
It  is  in  part  for  the  sake  of  those  who  do  not  accept  this  view  that 
several  programs  of  differing  character  have  been  printed.  In  the 
actual  administration  of  a  junior  high  school  in  any  given  place, 


36  THE    JUNIOR    HIGH    SCHOOL 

it  might  be  wise  to  distribute  the  required  studies  and  electives 
in  several  suggested  curricula,  as  is  a  quite  common  practice.  In  the 
cities  where  this  is  done,  the  most  common  curricula  used  are  the 
academic  or  general,  the  commercial,  and  the  manual  and  industrial 
arts.  Three  curricula  of  this  character  have  been  made  a  part  of 
the  suggested  program  of  studies. 

The  general  purpose  which  ought  to  be  kept  in  mind  in  framing 
a  program  of  studies  for  the  secondary  period  has  been  set  forth  very 
clearly  and  forcefully  by  Superintendent  Bunker  in  his  Bulletin  on 
the  Reorganization  of  the  Public  School  System.  He  says: 

In  this  secondary  period  it  is  important  that  a  survey  of  the  chief  departments 
of  human  knowledge  be  made  before  the  individual  settles  down  to  an  intensive 
study  of  lines  which  are  intended  to  converge  toward  his  future  specialty.  The 
work  of  the  first  cycle  of  this  period,  then,  can  well  comprise  the  giving  of  courses 
in  general  science,  general  mathematics,  general  history,  literature  courses  afford- 
ing a  start  in  the  languages  for  those  desiring  language  study,  music,  art,  and  a 
knowledge  of  personal  and  sex  hygiene.  .  .  .  Such  a  survey  extensive  and  popular 
rather  than  intensive  and  narrowly  scholarly  harmonizes  completely  with  the 
natural  impulses  of  those  entering  the  period  of  adolescence,  which  demands  change, 
variety,  and  human  interest  rather  than  completeness  and  logical  arrangement. 
Again,  by  passing  in  procession  before  the  student  of  this  age  the  salient  features 
of  the  important  departments  of  knowledge  opportunity  will  be  given  for  the 
determination  of  individual  aptitudes  and  the  forming  of  interests  which  may 
prove  permanent  .  .  .  and  which  also  may  completely  modify  the  future  course 
of  the  individual's  development.  Courses  such  as  can  be  formulated  from  this 
point  of  view  will  provide  an  excellent  topping  off  for  those  who  find  it  impossible 
to  continue  their  schooling  beyond  the  end  of  the  ninth  or  tenth  year  and  for 
those  who  are  able  to  remain  throughout  the  last  cycle  of  this  period  such  courses 
will  give  an  excellent  introduction  to  the  more  intensive  work  which  can  and 
should  be  expected  in  the  advanced  years  of  secondary  school  training. 

In  the  administration  of  the  program  of  studies  in  junior  high 
schools,  four  questions  immediately  present  themselves: 

1.  What  is  the  proper  length  for  the  period  or  exercise? 

2.  What  it  the  proper  length  for  the  school  day? 

3.  How  shall  pupils  be  admitted  to  the  junior  high  school? 

4.  What  shall  be  the  relation  of  the  junior  high  school  to  the 
senior  high  school? 

The  answers  to  the  questionnaire  show  a  wide  variation  with 
regard  to  the  length  of  the  day  and  period.  The  school  day  ranges 
from  four  hours  to  nine  hours  and  a  half  and  the  number  of  periods 
from  four  to  thirteen.  There  seems  to  be  a  decided  tendency  to 
increase  both  the  length  of  the  day  and  the  period  as  compared  with 


TEACHERS    AND    METHODS  37 

the  practice  under  the  older  form  of  organization.  Sixty-one  places 
out  of  one  hundred  and  forty  have  a  school  day  six  hours  or  more  in 
length.  The  length  of  periods  varies  from  thirty  minutes  to  one 
hour  and  three-quarters.  Twenty-five  places  report  periods  of  an 
hour  or  more  in  length.  A  considerable  number  of  the  junior  high 
schools  already  have  a  six-hour  day  divided  into  six  periods.  This 
arrangement  probably  gives  adequate  time  to  do  well  the  work  of 
this  school,  and  the  periods  are  not  too  long  if  there  is  to  be  real 
supervision  of  study  —  a  very  important  matter,  especially  in  the 
seventh  and  eighth  grades. 

A  common  requirement  for  admission  to  the  junior  high  school 
is  the  completion  of  the  work  of  the  preceding  grades.  This  plan 
is  modified  in  some  communities  by  admitting  over-age  pupils  who 
have  not  completed  this  requirement  but  who  would  probably  profit 
by  the  opportunities  of  the  junior  high  school.  This  modification 
commends  itself  to  the  committee. 

_The  question  of  the  relation  between  the  junior  and  senior  high 
schools  presents  some  difficulties.  It  is  important  that  the  standard 
of  the  latter  school  be  not  lowered.  It  is  highly  important  that 
no  gap  be  created  between  these  schools.  On  the  other  hand, 
as  already  pointed  out  in  the  earlier  discussion  of  accelerant 
groups,  there  ought  to  be  a  chance  for  the  really  capable  pupil  to 
work  at  a  speed  commensurate  with  his  abilities.  The  practice  of 
promoting  pupils  by  subjects  leads  logically  to  giving  credit  by  sub- 
jects. If  the  credit  or  point  system  now  in  general  use  in  secondary 
schools  is  extended  to  the  junior  high  schools,  it  would  seem  to  offer 
the  best  solution  for  the  difficulties  suggested.  This  will  allow  pupils 
to  proceed  through  the  program  of  studies  at  different  rates  and 
would  make  the  promotion  from  the  junior  high  to  senior  high  essen- 
tially the  same  as  the  promotion  between  any  other  two  grades  of 
the  secondary  school  system. 

TEACHERS  AND  METHODS 

A  very  important  matter  intimately  connected  with  the  plan  of 
work  is  the  subject  of  methods  of  teaching.  This  will  present  a 
real  difficulty  for  a  few  years  under  the  new  organizations.  It  is  of 
vital  importance  that  the  methods  of  the  high  school  shall  not  be 
thrust  upon  the  junior  high  school.  It  is  equally  important  that 
the  methods  of  the  lower  grades  shall  not  be  continued.  A  wise 
compromise  between  the  two  methods  of  teaching  must  be  sought. 


38  THE    JUNIOR    HIGH    SCHOOL 

The  developing  individuality  and  mental  traits  of  the  pupil  in  early 
adolescence  must  be  recognized  by  methods  of  presenting  the  sub- 
jects of  study,  and  more  may  safely  be  left  to  the  initiative  of  the 
pupil  than  in  the  lower  grades;  but  at  the  same  time  the  beginner 
in  the  junior  high  school  must  not  be  abruptly  thrown  on  his  own 
responsibility  as  he  generally  has  been  in  the  past  on  entrance  to 
the  high  school.  The  teacher  is  an  even  more  vital  matter  in  the 
junior  high  school  than  anywhere  else  in  the  system.  The  normal 
schools  and  the  colleges  are  already  responding  to  the  new  demand 
and  are  training  teachers  who  will  be  able  to  deal  adequately  with 
the  problem.  Until  this  time  arrives,  the  most  promising  teacher 
would  seem  to  be  the  college  graduate  who  has  had  some  experience 
in  grade  teaching.  The  essential  thing  is  for  the  teacher  to  appre- 
ciate the  purpose  and  meaning  of  the  junior  high  school  and  be  in 
cordial  sympathy  with  the  movement. 

In  order  to  help  those  who  desire  to  study  the  literature  of  the 
junior  high  school,  a  brief  bibliography  is  added.  Few  school  reports 
have  been  included.  These  are  so  soon  out  of  print  that  they  are 
not  a  very  profitable  source  of  information.  They  differ  so  widely 
in  real  value  and  are  now  so  numerous  that  to  attempt  to  sort  out 
those  that  make  a  genuine  contribution  to  the  subject  of  the  junior 
high  school  seemed  to  the  committee  a  rather  thankless  task.  The 
list  contains  a  considerable  number  of  references  to  the  so-called 
6—6  plan  of  organization  on  account  of  the  intimate  relation 
which  this  plan  bears  to  the  junior  high  school.  It  also  contains 
some  references  dealing  with  special  subjects  of  the  curricula.  Brief 
comments  to  indicate  the  character  or  value  of  the  article  have  been 
made  in  a  few  cases. 

BIBLIOGRAPHY 

Abelson:   Study  of  the  Junior  High  School  Project.    Education,  Sept.,  1916. 

Ayres:  The  Organization  of  Intermediate  or  Junior  High  Schools.  Educational 
section  of  Springfield  (III.)  Survey,  pp.  117-122,  Russell  Sage  Foundation, 
1914. 

Ayres:  Laggards  in  Our  Schools.     Charities  Publishing  Co.,  N.Y.,  1909. 

Ayres:  The  Money  Cost  of  Repetition  vs.  The  Money  Saving  Through  Accelera- 
tion. American  School  Board  Journal,  April,  1912. 

Ayres:  Effect  of  Promotion  Rates  on  School  Efficiency.  American  School  Board 
Journal,  May,  1913. 

Bagley:  The  Six-Six  Plan.     School  and  Home  Education,  pp.  3-5,  Sept.,  1914. 

Bagley:  Principles  Justifying  Common  Elements  in  the  School  Program.  School 
and  Home  Education,  Dec.,  1914. 


BIBLIOGRAPHY  39 

Baker:  Report  of  Committee  of  N.E.A.  on  Economy  of  Time  in  Education. 
James  H.  Baker,  Chairman.  U.  S.  Bureau  of  Education,  Bulletin  No. 
38,  1913- 

Balliet:  The  Time  Limit  of  Secondary  Education.    Educational  Review,  25  :  433. 

Bingaman,  C.  C.,  Superintendent  of  Schools,  Goldfield,  Iowa:  Report  on  the  Inter- 
mediate or  Junior  High  Schools  of  the  United  States. 

(Contains  much  valuable  information.  Gives  much  attention  to  program 
of  studies.) 

Boston:  Outline  of  the  Work  in  French  and  German  for  Intermediate  and  Ele- 
mentary Grades.  School  Document  No.  13,  1915,  Boston  Public  Schools. 

Boynton:     Six- Year   High    School    Course.    Educational    Review,    pp.    515-519, 
>      Dec.,  1900. 

^Briggs:  Secondary  Education.  Report  of  the  U.  S.  Commissioner  of  Education, 
1914,  vol.  i,  chap,  vi,  especially  pp.  135-157. 

(Comprehensive  report  of  status  of  junior  high  school  in  1913-1914.) 

Briggs:   Possibilities  of  the  Junior  High  School.     Education,  Jan.,  1917. 

Brooklyn  Teachers'  Association:  The  Pre- Academic  School.  Report  of  the  Presi- 
dent, 1909-1910. 

Brown:  Curricula  in  Mathematics.  U.  S.  Bureau  of  Education,  Bulletin  No. 
145,  1914. 

Brown:  Plan  for  the  Reorganization  of  the  American  Public  High  School.    School 
Review,  May,  1914. 

Brown:  The  Functions  of  the  Secondary  School.    Educational  Review.  Oct.,  1914. 

Brubacher,  A.  R.:  Some  Readjustments  in  Secondary  Education.  Education, 
June,  1914. 

Bunker:  Reorganization  of  the  Public  School  System.  U.  S.  Bureau  of  Educa- 
tion, Bulletin  No.  8,  1916. 

(An  extended  and  valuable  report  of  progress  in  reorganization  including  a 
sound  treatment  of  the  subject  of  courses  of  study.  Especially  strong  from 
historical  point  of  view.) 

Burke:  Report  on  the  Intermediate  or  Junior  High  Schools.  Report  of  the  Super- 
intendent of  Schools.  Boston,  1916. 

California:  Problem  of  the  Intermediate  School.  Report  of  Commissioner  of 
Schools,  California,  June,  1914. 

Carman:  Report  of  the  Committee  of  North  Central  Association  of  Colleges 
and  Secondary  Schools  on  the  Reorganization  of  the  High  School;  George 
N.  Carman,  Chairman.  Presented  at  a  meeting  of  the  Association  held 
at  Chicago,  March  24-25,  1916. 

Carpenter:  General  Science  in  the  Junior  High  School,  Rochester,  N.Y.  General 
Science  Quarterly,  Nov.,  1916. 

City  Club  of  New  York:  A  Suggested  Readjustment  of  the  Years  of  the  Public 
Schools  of  New  York  City.  Oct.,  1908. 

City  Club  of  New  York:  A  Suggested  Readjustment  of  the  Years  of  the  Public 
Schools  of  New  York  City.  Opinions  of  Educators  and  Others.  Jan.,  1909. 

Claxton:  Rearrangement  of  Elementary  and  High  School.  Report  of  U.  S.  Com- 
missioner of  Education,  1913,  vol.  i,  pp.  xxiv-xxvi. 

Cox:  The  Junior  High  School  in  Solvay,  N.Y.  Educational  Administration  and 
Supervision,  Nov.,  1915. 


40  THE    JUNIOR    HIGH    SCHOOL 

Davis:    Subject  Matter  and   Administration  of   the   6-3-3   Plan  of   Secondary 

Schools.     Bulletin  No.  9,   1915.     University  of  Michigan. 
(Valuable  summary  of  organization  of  junior  high  school  in  various  cities  of 

U.S.,  together  with  general  scheme  of  organization  of  similar  schools  abroad. 

Contains  a  variety  of  school  programs  for  junior  high  school.) 
Davis,  J.  B:   Vocational  and  Moral  Guidance.     Ginn  &  Co. 
Deffenbaugh:    Education  in   Smaller  Cities.     Report  of   the   U.S.    Commissioner 

of  Education,  1915,  vol.  i,  pp.  60-64. 

Detroit:    Handbook  of  Detroit  Junior  High  Schools.     1916-17. 
Dewey:    Shortening  the  Years  of  Elementary  Schooling.     School  Review,  Jan., 

1903,  pp.  17-20. 
Douglass:    Present  Status  of  Junior  High  School.     Pedagogical  Seminary,  June, 


Douglass:   The  Junior  High  School.     Yearbook  of  National  Society  for  the  Study  of 

Education,  Jan.,  1917.     Public  School  Publishing  Co.,  Bloomington,  111. 
(An  able  and  comprehensive  investigation  of  the  junior  high  school.     Pays 

much  attention  to  the  psychology  of  adolescence.) 
Dunn:   Social  Studies  in  Secondary  Education:  U.S.  Bureau  of  Education,  Bul- 

letin No.  28,  1916.     Also  printed  in  large  part  in  History  Teachers1  Magazine, 

Vol.  18,  No.  i,  Jan.,  1917. 

(The  report  should  be  carefully  studied  by  every  teacher  of  history  and 

civics  in  junior  and  senior  high  schools.  ) 
Dutton  and  Snedden:   Administration  of  Public  Education  in  the  United  States. 

New  York,  1912. 
Educational  Administration  and  Supervision.     Sept.,  1916. 

(Contains  articles  on  junior  high  school  by  Snedden,  Weet,  Stacy,  Park, 

and  Taylor.) 
Ettinger:    A  Report  on  the  Organization  and  Extension  of  Prevocational  Training 

in  Elementary  Schools.     Department  of  Education,  City  of  New  York,  1915. 
Evans:    Mathematics  for  the  Junior  High  School.     Mathematics  Teacher,  Dec., 

1916. 

Farrington,  F.  E.:  French  Secondary  Schools;  especially  pp.  123-149.     Longmans. 
Foster,  W.  L.:   Physiological  Age  as  a  Basis  of  Classification  of  Pupils  Entering 

High  School.     Psychological  Clinic,  May,  1910. 
Francis:  A  Reorganization  of  Our  School  System.    Journal  of  N.E.A.,  1912,  pp. 

368-76. 

(Advantages  of  the  intermediate  school  as  worked  out  at  Los  Angeles.) 
Fullerton:  Columbus,  Ohio,  Junior  High  Schools,  1912. 

(Much  valuable  information  on  the  operation  of  the  junior  high  schools 

in  several  towns,  together  with  comprehensive  reasons  for  establishment.) 
De  Garmo:  Principles  of  Education.     Vol  i,  pp.  324  ff. 
Gowin  and  Wheatley:   Occupations.     Ginn  &  Co. 
Hall,  G.  S.:   Educational  Problems,     Vol.  ii,  chap.  23. 
Hanus:    Six  Year  High  School  Program.    Educational  Review,  May,  1903,  pp. 

455-463. 
Hartwell:    Promotion  by  Subject  and  Three  Year  Courses.    School  Review,  15  : 

184-196,   1907. 
Hartwell:     Questionnaire.    School    Review,    15  :     313-16,    1907.     Tabulation    of 

results,  pp.  445-446. 


BIBLIOGRAPHY  41 

Hartwell:  The  Junior  High  School.  Bulletin  59  High  School  Teachers'  Associa- 
tion of  N.Y.  City. 

Hill:  Junior  High  School.  Bulletin  of  Missouri  State  Normal  School.  Spring- 
field, Mo.,  No.  3,  1915. 

Hollister:  High  School  and  Class  Management.     D.  C.  Heath  &  Co. 

Bulletin  of  University  of  Illinois.     Vol.  12,  No.  21,  1915. 

Bulletin  of  University  of  Illinois:  Vol.  13,  No.  21,  1916.  Pp.  32-42  deal  with 
junior  high  school,  but  there  are  many  other  articles  of  value  to  a  considera- 
tion of  this  subject.  Pp.  32-42  also  appear  in  Educational  Administration 
and  Supervision,  Feb.,  1916. 

Inglis:  The  Junior  High  School.  Some  Principles  Affecting  its  Organization 
and  Administration.  Harvard  Teachers'  Association  Leaflet,  Oct.,  1916. 

Inglis:  Fundamental  Problem  in  the  Reorganization  of  the  High  School.  School 
Review,  May,  1915. 

Johnston:    High  School  Education.      Scribner,  1912.      Chap,  iv,  also  chap.  xiv. 

Johnston:  The  Modern  High  School.     Scribner,  1914.     Chap.  v. 

Judd:  The  Junior  High  School.     School  Review,  Jan.,  1915,  pp.  25-33. 

Judd:   Psychology  of  High  School  Subjects;   pp.  492-508. 

Kingsley:  Preliminary  Report  of  Committee  on  Reorganization  of  Secondary 
Education;  C.  D.  Kingsley,  Chairman.  U.S.  Bureau  of  Education,  Bulletin 
No.  41,  1913. 

Kingsley:  The  Teaching  of  Community  Civics.  U.S.  Bureau  of  Education, 
Bulletin  No.  23,  1915. 

Kingsley:  Supplementary  Suggestions  on  the  Teaching  of  Community  Civics. 
Circular  of  Information  No.  5.  1916.  Massachusetts  Board  of  Education. 

Learned:  Secondary  Schools.  A  Study  of  Education  in  Vermont;  Carnegie 
Foundations,  1914. 

Leavitt:  Examples  of  Industrial  Education,  pp.  88  ff.     Ginn  &  Co. 

Leavitt  and  Brown:   Prevocational  Education  in  the  Public  School,  1915. 

Lull:  The  Six  Year  High  School.     Education,  30  :   15-24,  Sept.,  1909. 

Lyttle:  Should  the  Twelve  Year  Course  of  Study  be  Equally  Divided  between  the 
Elementary  School  and  the  Secondary  School?  Proceedings  of  N.E.A., 
1905,  pp.  428-436. 

Report  of  the  Committee  of  N.E.A.  on  Equal  Division  of  Twelve  Years  in  the 
Public  Schools.  Journal  of  Proceedings,  1907,  pp.  705-710. 

Report  of  Committee  on  Six  Year  Course  of  Study.  Journal  of  Proceedings, 
1908,  pp.  625-8. 

Third  Report  of  Committee  on  Six  Year  Course  of  Study.  Journal  of  Pro- 
ceedings, 1909,  pp.  498-503. 

Massachusetts:  The  Intermediate  School:  Mass.  State  Board  of  Education, 
1914. 

Massachusetts:  Reorganization  of  Elementary  Education  for  Older  Children. 
Bulletin  No.  4,  1915.  Mass.  State  Board  of  Education. 

Michigan:  High  Schools  of  Michigan:  Bulletin  No.  12,  1914.  State  Superinten- 
dent Fred  L.  Keeler,  Lansing,  Mich. 

(Scheme  of  organization  of  Michigan  high  schools,  including  junior  high 
school.) 

Minnesota:  Report  of  Committee  of  Minnesota  Educational  Association  on  Elemen- 


THE    JUNIOR    HIGH    SCHOOL 

tary  Course  of  Study.    State  Department  of  Education,  St.  Paul,  Minn.     Bul- 
letin No.  51,  1914. 

(Deals  with  question  of  elimination  of  subject  matter.) 
Monroe:    Principles  of  Education,  chap.  vii.     Macmillan. 

(A  brief  treatment  of  the  psychology  and  hygiene  of  adolescence.) 
Neodesha:  Report  on  Junior  High  School:  Superintendent  of  Schools,   Neodesha, 

Kan.,  1915. 
New  York  City:    The  Junior  High  School:   Bulletin  of  High   School   Teachers' 

Association  of  New  York  City,  Jan.,  1916. 
New  York  City  Department  of  Education:    The  Junior  High  School.     Division 

of  Reference  and  Research,  Semi-annual  Report,  July,  1915. 
Nutting,  H.  C.:  Latin  in  the  Seventh  and  Eighth  Grades  in  California.     Classical 

Weekly,  March  21,  1914. 

Orr:  The  Junior  High  School.    Educational  Standards,  Oct.,  1916. 
Retardation:    Backward  Children  Investigation.     Report  of  the  Superintendent 

of  Schools,  City  of  New  York,  1909. 
Robinson:    The  Reorganization  of  the   Grades  and  the  High   School.    School 

Review,  Dec.,  1912,  pp.  665-688. 

Russell,  J.  E. :  German  Higher  Schools;    especially  pp.  108-137.     Longmans. 
Rutherford,  W.  R. :    Feasibility  of  Junior  High  School  in  a  Small  City.     McMinn- 

ville,  Oregon. 
Sachs:   The  American   Secondary  School  and    Some  of    Its    Problems,    p.    108. 

Macmillan. 
Scofield:    The  Function-  of  the  Intermediate  School  or  the  Junior  High   School. 

Journal  of  Education,  79  :  429-431,  April,  1914. 

Six  Year  High  School  Course,  Report  of  Committee  on.    School  Review,  12  :   22. 
Snedden:   Six  Year  High  School.    Educational  Review,  Dec.,  1903,  pp.  525-529. 
Snedden:   Educational  Readjustment.     Chaps,  vi  and  vii. 
Spaulding,  F.  E.:   Outline  of  an  Educational  Progress:   Report  of  the  Survey  of 

the  Public  Schools  of  Oregon,  chap.  9,  1913. 
Stetson:    The  Junior  High   School.    American  School  Board  Journal,   March, 

1914,  pp.    11-12. 

Symposium  on  Junior  High  School:  Journal  of  Education,  Oct.  1915. 
Thompson:   Practical  Arts  for  Boys  in  Junior  High  Schools.      Fitchburg  (Mass.) 

Normal  School  Press. 
Thorndike,  E.  L.:    Elimination   of   the   Pupils   from   School.     U.  S.  Bureau  of 

Education,  Bulletin  No.  4,  1907. 
Tyler:    Report  of  Committee  of   the  New  England  Association  of  Teachers  of 

Mathematics  on  Secondary  School  Mathematics:    H.  W.  Tyler,  Chairman: 

The  Mathematics  Teacher,  June,  1916,  pp.  191-218. 
Tyron:  History  in  the  Junior  High  School.    Elementary  School  Journal,  vol.  16, 

1916,  pp.  491  ff. 

Weet:  The  First  Step  in  Establishing  the  Six-Three-Three  Organization.    Ameri- 
can Education,  vol.  19,  No.  9,  1916. 

(A  very  clear  and  valuable  statement  of  the  work  of  the  Rochester,  N.Y., 

Junior  High  School.) 
Wetzel:  The  Junior  High  School.    Document  No.  39, 1914.     Council  of  Education, 

N.  J.     C.  N.  Kendall,  Trenton. 


BIBLIOGRAPHY  43 

Wheeler:  Six  Year  High  School.     School  Review,  April,  1913,  pp.  239-45. 

Whitney:  The  Junior  High  School  in  the  Small  Town.  American  School  Board 
Journal,  March,  1914. 

Wiles:  The  Junior  High  School.     D.  C.  Heath  &  Co. 

Wisconsin:  Bulletin  of  University  of  Wisconsin,  No.  749,  June,  1915. 

(Especially  valuable  for  communities  organized  on  the  six-six  plan.) 

Wisconsin:  Report  of  Committee  of  Wisconsin  City  Superintendents'  Asso- 
ciation on  the  Reorganization  of  the  Public  School  System  on  a  Six-Six  Plan: 
Issued  by  State  Superintendent  C.  P.  Carey,  Madison,  Wis.,  1914. 

FRANK  P.  MORSE,  Chairman. 
GEORGE  W.  Low,  Secretary. 
ERNEST  L.  COLLINS 
CHARLES  L.  CURTIS 
JOHN  W.  WOOD,  JR. 


BOOKS   FOR   JUNIOR   HIGH   SCHOOLS 

ENGLISH 
Manly  and  Bailey's  Junior  High  School  English,  Book  I 

The  authors  have  joined  harmoniously  composition,  grammar,  and  literature.  They 
treat  them  not  as  formal,  but  as  vital  in  the  pupil's  growing  experience  and  in  his  prog- 
ress in  learning  to  think  clearly  and  to  speak  and  write  with  effectiveness.  64  cents. 

Sandwick  and  Bacon's  Junior  High  School  Speller 

Contains  graded  lists  of  2000  common  words  most  often  misspelled,  lists  of  1000  words 
most  often  confused  in  use  or  pronunciation,  lists  of  words  from  English  classics  for 
vocabulary  building,  and  lists  of  words  from  Junior  High  School  textbooks.  28  cents. 

MATHEMATICS 
Short  and  Elson's  Introduction  to  Mathematics 

Arithmetic,  elementary  algebra,  and  straight-line  geometry  are  here  correlated  so  that 
each  aids  the  other.  The  purpose  is  to  give  pupils  usable  knowledge  of  the  princi- 
ples underlying  mathematics.  $1.00. 

Walsh  and  Suzzallo's  Business  and  Industrial  Practice 

Contains  the  work  in  practical  arithmetic  most  serviceable  to  pupils  in  the  seventh 
and  eighth  years,  A  chapter  is  devoted  to  algebra  as  related  to  arithmetic,  and 
sixty-five  pages  are  devoted  to  mensuration  and  concrete  'geometry  in  connection 
with  business  measurements  and  industrial  construction  exercises.  52  cents. 

Dooley's  Vocational  Mathemat  cs 

Begins  with  a  review  of  the  essentials  of  arithmetic  and  detailed  lessons  in  the  rudi- 
ments of  algebra.  Chapters  are  devoted  to  carpentering  and  building;  sheet  metal 
work;  bolts,  screws,  and  rivets;  shafts,  pulleys,  and  gears;  plumbing  and  hydraulics; 
steam  engineering;  electrical  work;  mathematics  for  machinists;  etc.  $1.28. 

Dooley's  Vocational  Mathematics  for  Girls 

Part  I  contains  the  same  review  of  arithmetic  that  is  given  in  the  author's  Vocational 
Mathematics.  Part  II  discusses  problems  in  Home-making;  Part  III,  Dressmaking 
and  Millinery;  Part  IV,  Arithmetic  for  Office  Assistants,  Salesgirls,  Cashiers,  etc.; 
Part  V,  Arithmetic  for  Nurses;  Part  VI,  Problems  on  the  Farm.  $1.28. 

SCIENCE 
Elhuff's  General  Science 

Written  in  clear  and  simple  English,  rich  in  content,  scientific  in  spirit,  instructive 
and  educative  in  the  highest  degree.  The  order  of  topics  and  the  method  of  presenta- 
tion have  been  determined  by  the  author's  successful  experience  in  teaching  science 
to  immature  pupils.  $1.28. 

Elhuff's  Laboratory  Manual  for  General  Science 

Contains  112  practical  exercises  illustrating  and  extending  the  above  text.  May 
be  used  without  extensive  laboratory  equipment.  48  cents. 

Brown's  Hygiene  in  Home  and  Town 

The  dangers  of  dust  and  dirt,  of  poor  ventilation,  of  bad  food  and  water,  and  of  many 
other  enemies  of  efficient  and  healthful  life  are  treated.  There  are  also  lessons  in 
the  furnishing  and  care  of  the  home.  The  teaching  is  practical  and  equips  pupils  for 
meeting  the  tasks  of  mature  life  in  home- making.  64  cents. 

CIVICS 
Dunn's  The  Community  and  the  Citizen 

The  study  of  community  civics  is  of  exceptional  value  in  the  Junior  High  School. 
For  those  who  do  not  go  further,  it  is  a  necessity.  Mr.  Dunn  is  a  recognized 
authority  upon  the  subject  and  has  without  doubt  done  more  than  any  other  man 
to  improve  the  methods  of  study  and  the  selections  of  topics  for  class  use.  96  cents. 

D.  C.  HEATH  AND  COMPANY,  PUBLISHERS 

BOSTON  NEW   YORK  CHICAGO 


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OVERDUE. 

JUN    30  1934 


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